Collaborative PCK in Practice: Bringing Together Secondary, Tertiary, and Informal Learning in a STEM Residency Program

Autor/inn/en	Uzzo, Stephen Miles; Ba, Harouna; Umer, Laycca
Titel	Collaborative PCK in Practice: Bringing Together Secondary, Tertiary, and Informal Learning in a STEM Residency Program
Quelle	(2018), (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Pedagogical Content Knowledge; STEM Education; Interdisciplinary Approach; Informal Education; Science Education; Preservice Teacher Education; Partnerships in Education; Departments; Schools of Education; State Departments of Education + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Informelle Bildung; Nichtformale Bildung; Naturwissenschaftliche Bildung; Lehramtsstudiengang; Lehrerausbildung; Hochschulpartnerschaft; Department; Abteilung; Erziehungswissenschaftliche Fakultät; Kultusministerium
Abstract	In this chapter, the authors discuss the potential, value, and barriers to supporting PCK in the science, technology, engineering, and math (STEM) disciplines through collaborations across learning settings, with special attention to the role of informal science learning institutions in preservice teacher preparation. Particular focus is provided on the National Science Foundation (NSF)-funded Math and Science Teacher Education Residency (MASTER) program for teacher preparation. MASTER is a collaborative among the New York Hall of Science, Hunter College School of Education, and the New York City Department of Education through New Visions for Public Schools. [For the complete volume, "Pedagogical Content Knowledge in STEM: Research to Practice. Advances in STEM Education," see ED613708.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01