This article focuses on the design of the Cal Teach program compared to the traditional pathway through which teachers are prepared. It focuses on challenging issues in recruiting strong candidates (i.e., STEM majors) and how they are addressed, the preparation of candidates, problematic aspects of traditional teaching education programs and how Cal Teach is modeled and designed to overcome these problems. Mechanisms used to help retain graduates in the teaching force are described.
What STEM Teachers Need to Know and Do for English Language Learners (ELLs): Using Literacy to Learn
This popular article describes how STEM literacy and English language learner literacy can be used together to help all students learn.
Pedagogical Language Knowledge: An Investigation of a Science Teacher Candidate’s Student Teaching Strengths and Struggles
The authors report the results of a case study designed to follow a teacher candidate's development and use of pedagogical language knowledge and the integration of science and language learning in a linguistically diverse classroom.
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.
