Educating Teachers of Science, Mathematics, and Technology New Practices for the New Millennium (2001) / Chapter Skim
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Recommendations from the Profession and Disciplines
Recommendations from the Profession and Disciplines
Pages 66-71
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From page 66... ...
Individual teaching professional associations, such as the National Science Teachers Association (1996, 1998) , the National Council of Teachers of Mathematics (1991, 2000)
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From page 67... ...
Understood is that learning to teach science, mathematics, anti technology effectively very much depends on teachers mastering the content of these (lisciplines and having opportunities to practice their pedagogical content knowledge within school environments. One of my previous ideas about inquiry was that it consisted mainly of doing laboratory activities.
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From page 68... ...
By establishing expectations for both accomplished and novice teachers, respectively, the recommendations from NBPTS anti INTASC offer visions anti guidance about how teachers of science and mathematics could be educated. A synthesis of the NBPTS and INTASC recommendations, as well as those of disciplinary societies and related organizations, suggest that teacher education programs in science and mathematics should exhibit the following characteristics: · Be collaborative endeavors (leveloped and conducted by scientists, mathematicians, education faculty, anti practicing K-12 teachers with assistance from members of professional organizations and science- and mathematics-rich businesses anti industries; · Help prospective teachers to know well, un(lerstan(1 (leeply, an(1 use effectively an (1 creatively the fun (lamental content and concepts of the disciplines that they will teach.
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From page 69... ...
While ta~thtully representing the collective wisdom at our culture and upholding the value of disciplinary knowledge, they also develop the critical and analytical capacities of their students. Accomplished teachers command specialized knowledge of how to convey and reveal subject matter to students.
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From page 70... ...
Source: Council of Chief State School Officers. See ~htip://www.nEpts.org/nEpts/stanclarcls/intro.html~ lem solving, as well as illustrate and mode} in content courses, methods courses, and school-based field experiences a wi(le variety of effective teaching and assessment strategies that are consistent with the national education stan(lar(ls for science, mathematics, anti technology; EDUCATING TEACHERS OF SCIENCE, · Present content in ways that allow students to appreciate the applications of science, mathematics, anti technology, such as collecting, processing, anti communicating information anti statistical analysis anti interpretation of (lata; · Provi(le learning experiences in which science, mathematics, and techMAT H E M AT I C S , , A N D T E C H N O L O G Y
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From page 71... ...
Is teacher education better now as a result of these calls for reform? These questions are a(l(lresse(1 more fully in the next chapter.
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