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ARISE / Annotated Bibliography / Developing STEM Teachers through Both Informal and Formal Learning Experiences

Developing STEM Teachers through Both Informal and Formal Learning Experiences

Summary

This article highlights the impact of teachHouston on students’ pursuing STEM teaching careers at a time when there is a considerably shortage of qualified teachers in America’s urban centers.  Both informal and formal learning opportunities were created and implemented to better prepare preservice STEM teachers and to build self efficacy. These included a Noyce Internship Institute that prepared Noyce students to be camp counselors and a Physics by Inquiry course that engaged preservice high school STEM teachers in interactive, inquiry-based teaching pedagogies for physics. The informal and formal learning opportunities introduced preservice teachers to professional development opportunities and built their science content knowledge. The outcomes   indicate that formal and formal experiences can impact self-efficacy which may lead to increased production and retention of STEM teachers.

Authors

Donna Stokes, Paige K. Evans, Cheryl Craig

Organization/Affiliation

University of Houston, Texas A&M University

Year

2017

Noyce Award Number

1557309

Discipline

Mathematics, Science, Technology

Resource Type

Article - Peer-reviewed Journal

URL

https://repositorio.grial.eu/handle/grial/919

Citation

Stokes, D., Evans, P., & Craig, C. (2017). Developing STEM Teachers through both Informal and Formal Learning Experiences.  Research Group in Interaction.

Content Focus

Clinical Preparation and Partnerships, Content, Partnerships between teacher preparation programs and school districts/schools, campus learning centers, STEM education centers, Teacher candidate learning—pedagogy

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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