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.
Donna Stokes, Paige K. Evans, Cheryl Craig
University of Houston, Texas A&M University
Noyce Award Number1557309
Mathematics, Science, Technology
Article - Peer-reviewed Journal
Stokes, D., Evans, P., & Craig, C. (2017). Developing STEM Teachers through both Informal and Formal Learning Experiences. Research Group in Interaction.
Clinical Preparation and Partnerships, Content, Partnerships between teacher preparation programs and school districts/schools, campus learning centers, STEM education centers, Teacher candidate learning—pedagogy