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.

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.

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

An Integrated Elementary Education/ESOL Teacher Preparation Program

2000 ◽  
Vol 22 (2) ◽  
pp. 25-32
Author(s):  
Valerie J. Bristor ◽  
Gloria M. Pelaez ◽  
Sharon Crawley
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Teacher Preparation Program ◽  
Preparation Program
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