PRESERVICE MATHEMATICS AND SCIENCE TEACHERS IN AN INTEGRATED TEACHER PREPARATION PROGRAM FOR GRADES 7–12: A 3-YEAR STUDY OF ATTITUDES AND PERCEPTIONS RELATED TO INTEGRATION

2009 ◽  
Vol 8 (1) ◽  
pp. 97-115 ◽  
Author(s):  
Donna F. Berlin ◽  
Arthur L. White
Keyword(s):  
Teacher Preparation ◽  
Science Teachers ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Attitudes And Perceptions ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Elementary Education and Engineering Design: Concrete Experiences in Mathematics and Science

1995 ◽  
Author(s):  
Richard H. Crawford ◽  
Kristin L. Wood ◽  
Marilyn L. Fowler
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Teacher Preparation Program ◽  
Elementary Grades ◽  
Preparation Program ◽  
Technology Program ◽  
Engineering Mathematics ◽  
Education Community ◽  
Hands On ◽  
Mathematics And Science

Abstract The education community has focused attention recently on a number of initiatives to evolve, and perhaps revolutionize, approaches for teaching science, mathematics, and engineering. In this paper, we present a new engineering and design technology program, initiated in 1992 and referred to as DTEACh, that focuses on the elementary grades. Two components comprise this new program: (1) open-ended design and exploration lessons that use hands-on models to teach integrated mathematics and science principles, and (2) a two-part teacher preparation program to provide teachers with the necessary engineering, mathematics, and science fundamentals for DTEACh. In this paper, we focus on a description of the teacher preparation program, including discussions of a novel teaching model, the subject matter for engineering and design fundamentals, and evaluation of the program. Results of the evaluation that teachers are more confident and equipped to facilitate the instruction of mathematics, science, and engineering principles.

A Study of Some Results of an Educational Media Course within a Teacher Preparation Program

1976 ◽  
Vol 4 (3) ◽  
pp. 187-203
Author(s):  
William McCavitt
Keyword(s):  
Teacher Preparation ◽  
Science Teachers ◽  
Physical Science ◽  
Behavioral Science ◽  
Student Evaluation ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
First Year ◽  
Instructional Media ◽  
Preparation Program

This study sought to examine one dimension of the on-the-job behavior of secondary public school teachers who have completed a teacher preparation program at Indiana University of Pennsylvania. More specifically, the study examined the on-the-job behaviors and attitudes of these teachers in the following terms: (1) use of instructional media in the classroom, (2) use of instructional media in making student assignments, (3) use of instructional media in conducting student evaluation, (4) years experience (first year or fifth year teacher), (5) teaching area (behavioral science or physical science). The data revealed that differences do exist between the secondary teachers in the behavioral sciences in their attitudes toward and use of instructional media in student assignments and evaluation with physical science teachers scoring higher. Study data also seem to indicate that, regardless of the number of years of teaching experience teachers have, attitudes and uses of instructional media differ very little. It should be pointed out, however, that the attitudes and behaviors toward the use of instructional media by first year teachers, as shown by their mean scores, were slightly higher than those with five years teaching experience.

scholarly journals TPACK in ASEAN perspectives: Case study on Thai pre-service teacher

2020 ◽  
Vol 9 (4) ◽  
pp. 993
Author(s):  
Prasart Nuangchalerm
Keyword(s):  
Teacher Preparation ◽  
Teacher Development ◽  
Science Teachers ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Development Program ◽  
Analysis Data ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Pre Service Teacher

Technological Pedagogical and Content Knowledge (TPACK) is now recognizing for teacher development and preparation program. The new era of teaching and learning are not only focus on contents, but also pedagogical knowledge, technology and education with instructional strategies are now necessary for teacher preparation program. This study focuses on identifying and summarizing the features of TPACK in ASEAN literatures. The review was conducted using the ACI database; a total of 11 articles describing TPACK based on specific search criteria. The framework of TPACK needs to generalize to school policy, administrative purposes and teacher development and teacher preparation program. Also, the exploratory TPACK of 7 Thai pre-service science teachers in one-year school practicum provided significant findings through TPACK questionnaire and lesson plan analysis. Data were collected and analyzed by descriptive analysis. The explorative study illustrated the nature of their TPACK by concept and practice was at high level. The study needs pre-service teacher have technology integration in teacher preparation program, also TPACK should be implemented in teacher development program.

Projects: UTeach: Secondary Science and Mathematics Teacher Preparation Program

2001 ◽  
Vol 94 (9) ◽  
pp. 797
Author(s):  
Gina Foletta
Keyword(s):  
Science Teachers ◽  
The United States ◽  
College Of Education ◽  
Teacher Preparation Program ◽  
Independent School District ◽  
Austin Independent School District ◽  
And Mathematics ◽  
New Generation ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The UTeach program, funded by the National Science Foundation, constitutes a joint effort of the College of Natural Sciences, the College of Education, and the Austin Independent School District to recruit, prepare, and support a new generation of mathematics and science teachers for Texas and for the United States.

scholarly journals An Innovative STEM Education Framework for a Changing Educational Landscape

2018 ◽  
Vol 7 (2) ◽  
pp. 88
Author(s):  
Shannon Guerrero ◽  
Terry Crites ◽  
Jeffrey Hovermill ◽  
Brian Beaudrie
Keyword(s):  
Teacher Preparation ◽  
Science Teachers ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Secondary Mathematics ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
University Of Texas ◽  
Curricular Framework ◽  
Secondary Mathematics Teacher

This article describes features of NAUTeach, a secondary mathematics teacher preparation program that is modeled onthe UTeach program at the University of Texas-Austin. NAUTeach is a research-based STEM program that developsthe next generation of mathematics and science teachers by engaging them in rigorous content and methodologycoursework specifically developed to provide a broad, cross-curricular framework of innovativeinstruction. NAUTeach has been specifically designed to serve the needs of preservice mathematics and scienceteachers as they embark on teaching a new generation of students in an ever changing world. The NAUTeachprogram focuses on the development of inquiry-based instructional methods, reflective practice, and peercollaboration through a carefully sequenced series of courses that consistently promote early and frequent field workand a learner-centered focus of teaching and learning. Though the NAUTeach program is a blended mathematics andscience teacher preparation program, this article will focus on the preparation of secondary mathematics teachers bydescribing the cross-curricular (mathematics & science) methodological sequence of courses, along with themathematics-specific pedagogical courses, that preservice mathematics teacher candidates take as part of this program.Connections between the NAUTeach program and guidelines for the content and pedagogical preparation of teacherswill be made with specific attention paid to the development of reflective, innovative, flexible, and reform-orientedmathematics teachers.

Sign in / Sign up

Export Citation Format

Share Document