Resource Collection
One of the cornerstones of the NextGen-WA collaboration is sharing resources with our colleagues. The resources compiled below reflect those collected during the NextGen-WA Project. You may also want to check out the Innovations in STEM Teacher Preparation searchable toolbox for additional resources.
Intended Audience
Resource TopicsResults 1 - 3 of 3 matches
Constructing 21st-Centruy Teacher Education
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.
Intended Audience: Institution Administration, Policy Makers, Non-tenure track Faculty, Tenured/Tenure-track Faculty, Non-profits in Education
Resource Type: Journal Article
MORE for Teachers: A Program for Science Teacher Preparation
This article summarizes how a group of undergraduate regional university faculty built a program for rigorous and research-based science teacher preparation at the elementary level—namely, the "Model of Research-Based Education for Teachers" (MORE for Teachers). First, we discuss the research upon which the program is built: (1) a preparation infrastructure that includes rigorous content, focused teaching methods, and integrated field experiences with an emphasis on quality mentoring from cooperating teachers and (2) a conceptual framework for how people learn science. Next, we describe how our science teacher education program is grounded in these two research-driven strands. The article concludes with a description of a 5-year longitudinal study, funded by the National Science Foundation, that is researching the impact of these components of effective science teacher preparation.
Intended Audience: Institution Administration, Non-tenure track Faculty, Tenured/Tenure-track Faculty
Resource Type: Journal Article
Standards for Preparation and Professional Development for Teachers of Engineering
This resource describes best practices needed to integrate engineering into teacher preparation programs.
Intended Audience: College/University Staff, Tenured/Tenure-track Faculty, K-12 teachers, Non-tenure track Faculty
Resource Type: Journal Article, Conference Paper