Curriculum Carts and Collaboration: A Model for Training Secondary Science Teachers (original) (raw)
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2016
This paper outlines a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers. This externally funded initiative includes onsite, authentically situated professional development for preand in-service teachers at three different urban, low-socioeconomic schools with a majority Hispanic population of students. Program objectives include increasing mathematics and science content knowledge, increasing self-efficacy in teaching math and science, building and incorporating a success-driven school culture and infrastructure to increase student performance in a well-articulated, scalable and transformable model. Program components include site based common planning times, STEM Thursdays where science and mathematics lessons are practiced and refined, authentic summer research opportunities for preand in-service teachers to work with scientists and university faculty, teacher certification workshops and a mentoring mode...
CLUSTER: University-Science Center Partnership for Science Teacher Preparation
The New Educator, 2010
The purpose of this paper is to describe and present results from the fourth year of a five-year collaborative research project between an interactive science center and a local college. The purpose of the project is not only to recruit and train approximately 50 highly qualified science teachers who will teach in New York City public schools, but also to develop a model for science teacher preparation. This model demonstrates how universityscience center partnerships can allow both institutions to leverage each other's strengths to guide and support inquiry and constructivist-based pre service teacher preparation. In addition to a description of the training model, data presented will include standardized assessments, classroom observations of project participants and comparison participants, and follow-up with graduates. Results suggest that this innovative training model has enhanced teaching skills and performance.
2000
Recent reforms in science education call for curriculum designed to support student's construction of knowledge through inquiry. Teachers need to learn new methods and content to enact reform-based curriculum. Educative curriculum material designed to address teacher learning as well as student, is one potential vehicle. Our work is embedded in an ongoing urban systemic initiative of a large public school district to reform science education. As part of this effort, science curriculum materials were developed that were consistent with constructivist ideas, addressed national and local goals for student learning and educative for teachers. Three middleschool teachers with limited experience with physics and project-based science enacted a 10 week, force and motion unit using educative curriculum materials. Classes were videotaped daily and teachers were interviewed periodically throughout the unit. Through qualitative analysis across data sources we found teachers used and learned from educative features in the materials. In addition, educative features addressing pedagogical content knowledge were used more often and more effectively than those that addressed either pedagogical or content knowledge. Our work indicates educative curriculum can facilitate teacher learning necessary for improved practice and informs development of materials for all teachers as well as those participating in urban reform.
2024
This study investigates the implications and future works to bolster the preparedness of teachers to pedagogical practices in science teaching. Using a descriptive survey, data were collected from a diverse sample of science teachers to assess their readiness in implementing contemporary pedagogical techniques. The results indicate a sub-optimal level of preparedness among respondents, highlighting significant gaps in their pedagogical practices. The findings suggest a critical need for targeted professional development programs to enhance teachers' skills in modern pedagogical techniques, technology integration, and updated scientific knowledge. Revisions in teacher education curricula, emphasizing practical training and hands-on experiences, are essential to address these gaps. Longitudinal research studies are recommended to monitor the impact of the improved practices on student outcomes and to identify specific barriers faced by the teacher-respondents in science. Additionally, mentorship and collaboration initiatives, along with the integration of educational technology tools, are proposed to support teachers in optimizing their practices. The results draw implications along impacting student learning outcomes, teacher confidence, and retention. Enhancing pedagogical preparedness can bridge achievement gaps, promote educational equity, and lead to policies mandating ongoing professional development. This, in turn, contributes to global competitiveness in STEM fields that fosters a scientifically literate society. Addressing these gaps is crucial for the holistic development of students, teachers, and the broader educational system.
34th Annual Frontiers in Education, 2004. FIE 2004., 2004
Science and Math performance of America's children has shown a decline in recent years. A study among K-5 teachers in the Hillsborough County, Florida (location of the project) showed that 64% the teachers did not feel prepared in science content and 49% did not feel prepared in mathematics. This paper discusses some of the major challenges of a partnership between the University of South Florida and the school district of the Hillsborough County of Florida that was undertaken with the help of a National Science Foundation Grant to improve science education in elementary classes. This project focuses on K-5 classes and is poised to infuse advanced knowledge in sciences and engineering in the curriculum within the framework of State science education standards.