Idaho biology teacher preparation: A comparison with the recommendations of the AAAS cooperative committee on teaching science and mathematics

AbstractScience and mathematics have international and global origins and impacts that are intertwined with national origin, race, culture, religion, language, and gender, to mention a few. This means that scientific and mathematical knowledge goes beyond myopic narrow confines. Put another way, teaching science and mathematics without explicating their phenomenal foundations and influences is tantamount to “scotching the snake, but not killing it.” In this article, we use cases to discuss cultural contexts in teaching science and mathematics. Embedded in our discussion are issues of teacher preparation, innovative teaching, and disparities in public health and environmental health.

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Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

International Journal of Technology and Design Education ◽

10.1007/s10798-021-09691-5 ◽

2021 ◽

Author(s):

Diarmaid Lane ◽

Sheryl Sorby

Keyword(s):

Teacher Preparation ◽

Gender Gap ◽

Future Research ◽

First Year ◽

Spatial Skills ◽

First Year Students ◽

Base Level ◽

Technology Teacher ◽

And Mathematics ◽

The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

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Early Childhood Teachers

Technology and Young Children ◽

10.4018/978-1-61350-059-0.ch007 ◽

2011 ◽

pp. 126-150 ◽

Cited By ~ 1

Author(s):

Kevin Thomas ◽

Kathleen Spencer Cooter

Keyword(s):

Early Childhood ◽

Teacher Preparation ◽

Teacher Training ◽

Early Childhood Teachers ◽

Field Experiences ◽

Technology Training ◽

Google Earth ◽

Virtual Manipulatives ◽

Mathematics Classrooms ◽

And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

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Innovative Pathways in STEM Teacher Preparation: Bridging the Gap between University Expectations & Secondary School Needs

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.122 ◽

2019 ◽

pp. 649-651

Author(s):

Ryan G. Zonnefeld ◽

Valorie L. Zonnefeld

Keyword(s):

Teacher Preparation ◽

Secondary School ◽

Stem Education ◽

Secondary School Students ◽

Interdisciplinary Approach ◽

Teacher Preparation Programs ◽

School Students ◽

Preparation Programs ◽

And Mathematics ◽

Certified Teacher

Innovative teacher preparation programs for STEM education are essential for meeting the goal of ensuring that secondary school students receive instruction from a certified teacher. This exploratory workshop examines the role that interdisciplinary STEM and mathematics programs can have to increase the number of certified teachers prepared to teach STEM classes from an interdisciplinary approach.

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