Examining the effects of undergraduate STEM teacher recruitment and teacher education programs on preservice secondary science and mathematics teacher readiness and teacher performance assessment (edTPA) scores

2021 ◽  
Author(s):  
Sungmin Moon ◽  
Stacey L. Carpenter ◽  
Alexandria K. Hansen ◽  
Leslie Bushong ◽  
Julie A. Bianchini
Keyword(s):  
Teacher Education ◽  
Performance Assessment ◽  
Mathematics Teacher ◽  
Teacher Performance ◽  
Teacher Recruitment ◽  
Secondary Science ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Performance Assessment ◽  
And Mathematics

From the Editorial Panel: Introducing a New Volume Year

2008 ◽  
Vol 102 (1) ◽  
pp. 5
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Classroom Discussion ◽  
Teacher Education Programs ◽  
Teaching Mathematics ◽  
Education Programs ◽  
The Look

Although now more than 100 years old, the Mathematics Teacher continues to rejuvenate itself in response to the challenges of teaching mathematics in a world of accelerating change. Readers will note a transformation in the look of two traditional departments. First, during this past year, a new call for “Activities for Students” invited manuscripts based on open-ended questions and investigations in addition to manuscripts in the traditional blackline-master-with-solutions format. The charge to model good questioning skills and meaningful classroom discussion inspired this change. Manuscripts reflecting this new format will be published in the upcoming volume year (volume 102). Second, an invitation has been extended to mathematics clubs, NCTM affiliates, and teacher education programs to create sets of calendar problems for the monthly centerpiece of the Mathematics Teacher.

Jack and Jill Went to Instill: Did the Educative Teacher Performance Assessment Cause Them to Falter?

2021 ◽  
pp. 1-8
Author(s):  
Deborah S. Baxter ◽  
Oleg A. Sinelnikov
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Performance Assessment ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Performance ◽  
Teacher Performance Assessment ◽  
Stimulated Recall ◽  
Multiple Case

Purpose: This study examined and deconstructed socialization experiences relative to the educative teacher performance assessment (edTPA) process of preservice teachers during their physical education (PE) teacher education program and induction year as a PE teacher. Method: Utilizing a multiple case study design, two PE teachers were purposefully selected and investigated from a PE teacher education program requiring a passing score on the edTPA. Interviews and stimulated recall sessions served as data sources. Results: The following themes were identified: (a) initial interactions and impetus for teaching—engaging and fun; (b) instruction in PE teacher education—learning a ton; (c) internship—gauging, I’m stunned; (d) implementation of edTPA—raging, I’m done; and (e) induction—waging has begun. Discussion/Conclusions: Although participants in this study were able to note several positives of the assessment, a majority of the findings corroborate previous research suggesting that edTPA may serve as a subtractive experience for PE preservice teachers.

Results of A Questionnaire on Secondary Mathematics Teacher-Education Programs

1979 ◽  
Vol 72 (7) ◽  
pp. 530-536
Author(s):  
Cherie Adler Aviv ◽  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Status ◽  
Secondary Mathematics Teacher ◽  
Secondary Mathematics Teacher Education

The survey reported here was conducted for the purpose of obtaining information about the status of secondary school mathematics teacher-education programs. The dearth of information about teacher-education programs was emphasized in the NACOME report (1975). The NACOME report particularly pointed out that little evidence exists on activities oriented toward preparation of mathematics teachers. This report represents an attempt to provide such information. In reporting the results, questions will be identified that need to be asked in order to obtain a clearer picture of the dynamics of a teacher-education program. We regret that we did not ask these questions.

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