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.

Experimental Programs: How Modern is Today's Secondary Mathematics Curriculum?

1967 ◽  
Vol 60 (1) ◽  
pp. 50-55
Author(s):  
John W. Alspaugh ◽  
Floyd G. Delon
Keyword(s):  
Teacher Preparation ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
Teacher Preparation Program ◽  
College Mathematics ◽  
Preparation Program ◽  
Mathematics Educators ◽  
The Status

Revision in the secondary mathematics curriculum is an acknowledged fact among mathematics educators on both the secondary and the college levels. However. only estimates exist as to the extent of this revision in the nation's schools or even within the schools of a given state. No effective adjustment in college mathematics and related courses in the teacher- preparation program can take place until this information is available. A recognition of the need for a survey of the status of the secondary mathematics curriculum led to the study upon which this report is based. While schools in only one state are considered, the information may be indicative of the status of the secondary mathematics curriculum elsewhere.

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 Deepening Understanding of Inquiry Teaching and Learning with E-Portfolios in a Teacher Preparation Program

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
Han Smits ◽  
HsingChi Wang ◽  
Jo Towers ◽  
Susan Crichton ◽  
Jim Field ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teaching And Learning ◽  
Teacher Preparation Program ◽  
Inquiry Teaching ◽  
Preparation Program ◽  
University Instructors

This paper describes the first stages of a project focusing on the use of preservice-teacher-generated e-Portfolios as a means of documenting and assessing inquiry-based teaching and learning. The project is designed to explore ways in which preservice teacher-created e-Portfolios can be used to (1) document how inquiry lives in practice, and (2) help university instructors and practitioners in the field assess the knowledge, skills, and attributes of preservice teachers who are participating in an inquiry based teacher preparation program.

Social Justice Experiential Education in Rural Fiji

2020 ◽  
pp. 125-143
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Experiential Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Critical Consciousness ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Social Justice Teaching ◽  
The Creation

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

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