Mentoring Student Teachers for Ambitious and Inclusive Science Teaching

Authors

Elizabeth B. Lewis, University of Nebraska-LincolnFollow
Elizabeth Hasseler, University of Nebraska-LincolnFollow
Karen Covil, Lincoln Public Schools, Lincoln, NebraskaFollow
Amy Tankersley, Putnam City Public Schools, Oklahoma CityFollow
Susan Frack, Lincoln Public Schools, Lincoln, NebraskaFollow

ORCID IDs

Lewis 0000-0002-3429-3003

Hasseler 0000-0001-8682-8092

Tankersley 0000-0002-4888-8489

Date of this Version

2024

Citation

Slides of a talk given at the ASTE 2024 Conference, January 12, 2024

Association for Science Teacher Education (ASTE), 2024 International Conference, New Orleans, Louisiana, January 10-13, 2024

Comments

Copyright 2024, the authors

Abstract

Introduction: TPP Problem of Practice

Preparing Science Teachers for Teaching in Culturally Diverse Schools ● National average of 70% higher science teacher turnover in Title I versus non-Title I schools (Carver-Thomas & Darling-Hammond, 2017). ● Mismatch between teacher and student demographics; national teacher workforce is overwhelmingly white (and female) and a student population that has become increasingly racially and ethnically diverse. ● Longer, supervised teacher preparation internships have been linked to higher retention rates of new teachers (Carver-Thomas & Darling-Hammond, 2017), but… with more science teachers retiring, there are also fewer master science teachers to mentor preservice teachers.

Context: Our TPP PSTs vs. Student (K-12) Demographics

Conceptual Grounding: Equitable Science Education

Science Teacher Preparation Program (TPP) Stance

Conceptual Framework:

Teacher Preparation Program & PST Mentoring Case Study

Preservice Science (Student) Teacher Mentoring Cycle & Roles

Literature Review, Part 1: Science Teacher Preparation, Standards, & Certification

Our State’s Science Teacher Endorsement Types & Requirements

Literature Review, Part 2: Programmatic Design Factors

Support for Change: NSF Noyce Track I, Phase II Grant

TPP Conceptual Framework: Teacher Preparation to Effective Science Teaching (Lewis et al., 2020)

Context: Science Teacher Preparation Program (TPP) at Two Levels

Research Approach & Questions

Results, Part 1: Summary of Macro TPP Changes

Results of Clinical Placements Priorities

Results: TPP Long-term Retention Rates

Results, Part 2: Summary of Micro TPP Changes

Conclusion: TPP Successes as a Result of Systematic Changes