ARISE

Advancing Research & Innovation in STEM Education of Preservice Teachers in High-Needs School Districts

NSF
  • Home
  • About
    • About ARISE
    • ARISE Evaluation
    • ARISE Advisory Board
    • ARISE Team
    • About AAAS
    • About NSF
  • Blog
    • ARISE Blog Submission Criteria
  • What’s New?
    • News
    • Newsletters
  • Resources
    • Noyce Track 4 Research Book
    • Commissioned Papers
    • ARISE Webinars
    • NSF Proposal Preparation Webinars
    • Bibliography
      • Annotated Bibliography
      • Promising Practices
    • ARISE Convenings
      • Upcoming Meetings & Presentations
      • Past Meetings & Presentations
        • Noyce Regional Dialogues
    • Helpful Links
  • Opportunities
    • Submit an Evidence-Based Innovation
      • ARISE Evidence-Based Innovation Guidelines
    • Submit a Research Article/Report
    • Submit Ideas for Our Blog/Webinar/Newsletter
    • Grants
    • Dissemination
    • Professional Development Opportunities
  • Contact
    • Subscribe
ARISE / Annotated Bibliography / Educating Effective Science Teachers: Preparing and Following Teachers into the Field

Educating Effective Science Teachers: Preparing and Following Teachers into the Field

Summary

This chapter presents findings from several investigations connected to the preparation of secondary-level science teachers, comparing two secondary science teacher preparation programs (an undergraduate and a graduate program) at a large Midwestern university. The different program designs resulted in a greater use of reform-based science instructional practices by graduate level candidates with science degrees.  Also, it reports on an investigation into common discipline-specific misconceptions (e.g., chemistry, physics/physical science, and life science) held by teachers with a range of science content knowledge for in- and out-of-field teachers.  The science content knowledge of these beginning science teachers, classroom observations of their science lessons, and other factors were used to build a model of their use of inquiry-based instruction, which varied significantly by teacher preparation program. The chapter concludes with a discussion of implications for science teacher preparation program design and implementation, evidence-based teacher certification policy, and recommendations for future research.

Authors

Elizabeth A. Lewis, Ph.D., Ana Rivero, Aaron Musson, Lyrica Lucas, Amy Tankersley, Brandon Helding

Organization/Affiliation

University of Nebraska-Lincoln, Seattle University, Omaha Public Schools, Boulder Learning Technologies

Year

2020

Noyce Award Number

1540797

Grade Level

Graduate-level (initial teacher preparation), High School (preparation to teach), Middle School (preparation to teach), Undergraduate-level (initial teacher preparation)

Discipline

Science

Resource Type

Book - Chapter

URL

https://www.infoagepub.com/products/Linking-Teacher-Preparation-Program-Design-and-Implementation-to-Outcomes-for-Teachers-and-Students

Citation

Lewis, E.B., Rivero, A., Musson, A., Lucas, L., Tankersley, A., & Helding, B.A. (2020). Educating effective science teachers: Preparing and following teachers into the field. In J. Carinci, S. Meyer, and C. Jackson (Eds.), Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students. Charlotte, NC: Information Age Publishing, pp. 87-129.

Content Focus

Effectiveness of program graduates, Retention of STEM teachers in high need school districts, Teacher candidate learning—content, 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.

AAAS

ARISE is Brought to You by NSF and AAAS - The World's Largest General Scientific Society

  • About AAAS ARISE
  • AAAS ISEED
  •  
  • Subscribe to ARISE
  • Contact Us
  •  
  • Privacy Policy
  • Terms of Use
© 2023 American Association for the Advancement of Science