The authors describe how a STEM education descriptive framework was used to design and enact a year-long professional development with eight middle and secondary teachers at non-STEM focused schools in Southeast USA. They examined the professional development impact on teacher content knowledge, self-efficacy, and practice using pre- and post-test scores on a content exam, pre- and post-test scores on a self-efficacy instrument, and self-reported STEM integration efforts.
Teach (STEM)3: A Clinical Residency Model for Preparing Effective STEM Teachers
The University of Indianapolis Teach (STEM)3 awards a MAT degree with licensure in Chemistry, Biology, or Math. UIndy TS3 consists of multiple layers of support, including a clinical residency, integrated and scaffolded coursework, and two years of in-service mentoring. Evaluation and retention results indicate that candidates are well-supported in their high-need classrooms by these program components. The 3-year retention rate of 93% over eight cohorts is higher than the national average.
Developing STEM Teachers through Both Informal and Formal Learning Experiences
This article highlights the impact of teachHouston on students’ pursuing STEM teaching careers. Both informal and formal learning opportunities were created and implemented to better prepare preservice STEM teachers and to build self efficacy. The outcomes indicate that formal and formal experiences can impact self-efficacy which may lead to increased production and retention of STEM teachers.
Like-Minded People: University-Based Interdisciplinary Collaborations in STEM Teacher Preparation Programs
This article describes a study that analyzed the motivation, development and sustainability of collaborations between STEM and Education faculty and university supervisors to enhance STEM teacher education programs. Seven universities with NSF Robert Noyce Teacher Scholarship programs participated.
Strategies for Supporting Educator Preparation Programs’ Efforts to Attract, Admit, Support, and Graduate Teacher Candidates From Underrepresented Groups
This publication outlines some of the challenges that educator preparation programs face including more teacher candidates from underrepresented groups and provides literature-based strategies for meeting the challenges.
