Educating Teachers of Science, Mathematics, and Technology New Practices for the New Millennium (2001) / Chapter Skim
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Pages 109-130
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From page 109... ...
Teacher education be viewed as a career-long process that allows teachers of science, mathematics, and technology to acquire and regularly update the content knowledge and pedagogical tools needed to teach in ways that enhance student learning and achievement in these subjects; and 3. Teacher education also be structured in ways that allow teachers to grow individually in their profession and to contribute to the further enhancement of both teaching and their disciplines.
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From page 110... ...
Governments should understand that restructuring teacher education will require large infusions of financial support and make a strong commitment to provide the direct and indirect funding require(1 to support local anti regional partnerships for improving EDUCATING TEACHERS OF Almost 10 years ago, President Bush and the state governors set goals aimed at preparing all the Nation's children to improve their achievement in core subjects and outpace the world in at least math and science by 2000.... The urgency of the ensuing national debate on how to improve academic achievement by U.S.
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From page 111... ...
They also shoulcl encourage the recruitment ancl retention of teachers of science ancl mathematicsparticularly those who are qualified "in-fielcl/' through financial incentives, such as salaries that are commensurate and competitive with other professions in science, mathematics, and technology; lowinterest student loans; loan forgiveness for recently certified teachers in these disciplines who commit to teaching; stipends for teaching internships; ancl grants to teachers, school clistricts, or teacher eclucation partnerships to offset the costs of continual professional clevelopment. FOR COLLABORATION BETWEEN INSTITUTIONS OF HIGHER EDUCATION AND THE K-12 COMMUNITY Two- and four-year institutions of higher education and school districts that are involved with partnerships for teacher eclucation shoulcl—working together establish a comprehensive, integrated system of recruiting ancl advising people who are interested in teaching science, mathematics, ancl technology.
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From page 112... ...
5. Following a period of collaborative planning ancl preparation, two- and four-year colleges and universities in a partnership for teacher education should assume primary responsibility for providing professional development opportunities to experienced teachers of science, mathematics, ancl technology.
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From page 113... ...
These initiatives could inclu(le · Setting aside fun(ls for ongoing professional development for teachers of science, mathematics, and technology. The committee strongly recommen(ls that Eisenhower Grant funds continue to be restricted to professional (levelopment in science anti mathematics.
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From page 114... ...
coul(1 serve as the focal point iThe National Science, Mathematics, Engineering, and Technology Education Digital Library program will be a network of learning environments and resources for science, mathematics, engineering, and technology education. The library will ultimately meet the needs of students and teachers at EDUCATING TEACHERS OF SCIENCE MATHEMATICS AND TECHNOLOGY ,
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From page 115... ...
and their impact on student learning. Beyond providing traditional library functions, such as the intelligent retrieval of relevant information, indexing and online annotation of resources, and archiving of materials, the digital library will also enable users to access virtual collaborative work areas, hands-on laboratory experiences, tools for analysis and visualization, remote instruments, large databases of real-time or archived data, simulated or virtual environments, and other new capabilities as they emerge (NSF, 20001.
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From page 116... ...
Efforts to attract the best students to EDUCATING TEACHERS OF SCIENCE, science, mathematics, and technology teaching should be of a magnitude similar to efforts now used to recruit students to other professions, such as medicine, law, and graduate programs in the natural sciences and engineering. Science, mathematics, and engineering departments should be active participants with their institutions in the recruitment and ongoing support of students who have indicated their interest in pursuing careers in teaching.
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From page 117... ...
The advisor or advising group also would have primary responsibility for coordinating the campus' teacher preparation efforts with those of community colleges that are sending large numbers of students to the campus (see Recommendations for the Higher Education Community, Recommendation 31. Colleges and universities that do not provide formal teacher education programs should recognize that prospective teachers of science, mathematics, and technology also matriculate on their campuses.
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From page 118... ...
In addition, the teaching of effective pedagogy shoul(1 not be delegated to education courses. College and university faculty in the SMELT disciplines who offer courses for prospective teachers should mode} effective teaching techniques through their own classroom practices.
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From page 119... ...
Laboratory and fieldwork, including exercises where students design experiments to answer their own questions, should be an integral component of every science course that prospective teachers take (NRC, 1999h)
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From page 120... ...
Recent reports indicate that teacher education programs are falling far short in providing prospective teachers with such e(lucational opportunities (Becker and Anderson, 1998; Kent and McNergney, 1999; Val(lez et al., 1999; Milken Family Foundation, 1999; Means, 20001. Teachers of the future wail have to be as cognizant of the capabilities of computers to transform teaching and learning as they are knowledgeable about the primary subject matter they teach (e.g., NRC, 1999a)
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From page 121... ...
New research that focuses broadly on synthesizing data across studies and linking it to school practice in a wide variety of school settings would be especially helpful to the improvement of teacher education anti professional development for both prospective and experienced teachers. The results of this research Increasing numbers of colleges and universities are establishing teaching and learning centers on their campuses.
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From page 122... ...
The National Science Foundation is currently investing in the development and construction of a national digital library for SMELT education (NRC, 199S, 1999g; NSF, 20001. The CSMTP recommends that this digital library effort take primary responsibility for collecting, indexing, and broadly disseminating the results of existing and future research on the improvement of teacher education and teaching.
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From page 123... ...
5. Following a period of collaborative planning an(1 preparation, twoan(1 four-year colleges an(1 universities in a partnership for teacher education should assume primary responsibility for providing professional (levelopment opportunities to experience(1 teachers of science, mathematics, an(1 technology.
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From page 124... ...
The CSMTP proposes that this arrangement change anti that, in concert with local teacher education partnerships, school districts take primary responsibility for (leveloping anti implementing practicum experiences for preservice teachers, piloting various ways to handle this responsibility over time to test for the most effective arrangements. This proposal would be of benefit to both districts and prospective teachers because districts have a much better appreciation of their staffing needs and how student teachers and teacher internships might a(l(lress them than do the colleges and universities that supply those student teachers.
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From page 125... ...
In cooperation with their partnership for teacher education, school districts should create infrastructures that allow new teachers sufficient time for professional development. Up to 20 percent of a beginning teacher's workweek should be set aside for planning, discussions with mentor teachers, and for additional coursework in the subjects he or she is teaching in the first year of employment.
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From page 126... ...
3. School (listncts shoul(1 collaborate with two- an(1 four-year colleges and universities to provide professional development opportunities to experienced teachers of science, mathematics, and technology.
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From page 127... ...
It should be noted here that the mode} for ongoing teacher professional development articulated in Figure 6-4 RECOMMENDATIONS also calls for professional development of teachers that would allow them to become mentors to other teachers and to faculty counterparts and students in higher education, as well as leaders in their districts. One avenue for leadership for mentor teachers would be to become closely involved with their district/college partnership.
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From page 128... ...
For example, qualified student teachers who have been mentored closely through the partnership might be able to provide the needed classroom coverage. The CSMTP recognizes that implementation of this recommendation might be difficult for school districts not located near colleges or universities.
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From page 129... ...
Strengthening the science education of future teachers addresses the pressing national need for improving K-12 physics education and recognizes that these teachers play a critical education role as the first and often-time last physics teacher for most students. While this responsibility can be manifested in many ways, research indicates that effective preservice education involves hands-on, laboratory-based learning.
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From page 130... ...
The CSMTP calls on umbrella organizations such as the Council of Scientific Society Presidents or others in specific disciplines to begin this dialogue by convening representatives from professional societies to discuss their individual and collective roles in teacher education.
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