Field Experience as the Centerpiece of an Integrated Model for STEM Teacher Preparation

Citation data:

Teacher Education & Practice

Publication Year:
2013
Usage 165
Downloads 106
Abstract Views 59
Repository URL:
https://epublications.marquette.edu/bioengin_fac/145; https://epublications.marquette.edu/cgi/viewcontent.cgi?article=1147&context=bioengin_fac
Author(s):
Van den Kieboom, Leigh A; McNew-Birren, Jill; Eckman, Ellen; Silver-Thorn, M. Barbara
Publisher(s):
Rowman & Littlefield; e-Publications@Marquette
Tags:
Biomedical Engineering and Bioengineering; Education; Science and Mathematics Education
article description
The purpose of this study was to provide a descriptive account of one pathway for preparing high-quality STEM (science, technology, engineering, and mathematics) teachers for work in high-need urban schools. In this account, we discuss the supports that STEM majors need in learning how to think about the content that they know well, through an educational perspective that focuses on teaching and learning. We also describe the approach that we use that integrates content knowledge, pedagogical content knowledge, and three extensive teaching co-op experiences to facilitate the transition from successful STEM undergraduate students to effective teachers of STEM content. We suggest that by using the teaching co-op experiences to both filter and reflect on content and pedagogical content knowledge, the STEM undergraduates develop a particularly strong foundation of knowledge for teaching.