Teaching, Learning, and Teacher Education, Department of
Department of Teaching, Learning, and Teacher Education: Faculty Publications
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Document Type
Article
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
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
Included in
Curriculum and Instruction Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Comments
Copyright 2024, the authors