Curricular and Pedagogical Imperatives for Fostering Effective STEM Teacher Preparation

Autor/inn/en	King, Caryn M.; Lancaster, Paula E.; DeFrance, Nancy L.; Melin, Jacquelyn A.; Cleveland, Rosemary
Titel	Curricular and Pedagogical Imperatives for Fostering Effective STEM Teacher Preparation
Quelle	In: Teacher Education and Practice, 26 (2013) 4, S.706-720 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	STEM Education; Teacher Education; Teacher Education Programs; Experimental Programs; Program Descriptions; Curriculum Development; Delivery Systems; Secondary School Teachers; Pedagogical Content Knowledge; Program Development; Observation; Educational Environment; Teaching Methods; Instructional Development; Technology Integration; Formative Evaluation; Summative Evaluation; Inclusion; Multicultural Education; Content Area Writing; Content Area Reading; Literacy; Reflection; Fellowships; College Students; Michigan + Suchen Sie Ihr Suchwort? STEM; Lehrerausbildung; Lehrerbildung; Erprobungsprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auslieferung; Pädagogische Kompetenz; Programmplanung; Beobachtung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Inklusion; Multikulturelle Erziehung; Schriftliche Übung; Sinnerfassendes Lesen; Alphabetisierung; Schreib- und Lesefähigkeit; Fellowship; Stipendium; Collegestudent
Abstract	This article describes a unique approach to developing and delivering the curriculum for an experimental program that prepares STEM (science, technology, engineering, and mathematics) graduates for teaching in high-needs secondary schools. The context for the collaborative design--including the charge, personnel, and purpose of the program--is briefly described, followed by the process used to determine the program's conceptual framework. A brief description of the curriculum and its delivery is explained, including the "rotations" aspect of each course, which plays a significant role in STEM teacher preparation. The objectives for each rotation are identified, and the settings in which rotations occurred are described. The article concludes with a discussion of the STEM graduates' views about the extent to which rotations foster pedagogical content knowledge in novice teacher candidates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10