Aligning University-Based Teacher Preparation and New STEM Teacher Support

Autor/inn/en	Schuster, Dwight; Buckwalter, John; Marrs, Kathy; Pritchett, Sheila; Sebens, Jeremy; Hiatt, Bill
Titel	Aligning University-Based Teacher Preparation and New STEM Teacher Support
Quelle	In: Science Educator, 21 (2012) 2, S.39-44 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3277
Schlagwörter	Vignettes; STEM Education; Teaching (Occupation); Alignment (Education); Teacher Education Curriculum; Teacher Education Programs; Beginning Teacher Induction; Transitional Programs; Change Strategies; Educational Strategies; College Programs; Technical Assistance; Professional Development + Suchen Sie Ihr Suchwort? STEM; Teaching; Lehrberuf; Lösungsstrategie; Lehrstrategie; Studienprogramm; Technische Hilfe
Abstract	This article is intended to help teacher educators, administrators, and mentor teachers envision how to support beginning STEM teachers as they transition from university-based preservice preparation into their first year of classroom teaching in high-need schools. Based on our experiences, and grounded in the associated research and literature, four strategies are developed with accompanying vignettes for how divergent school-based induction and university-based teacher programs can be more seamlessly aligned. (Contains 1 figure and 1 footnote.) (As Provided).
Anmerkungen	National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/index.php?option=com_content&view=category&id=51&Itemid=85
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10