Learning and Leading as Collaborative Physics Education/Physics Partners: Building a Physics Teacher Education Program

Autor/inn/en	Stokes, Donna W.; Evans, Paige K.
Titel	Learning and Leading as Collaborative Physics Education/Physics Partners: Building a Physics Teacher Education Program
Quelle	(2020), (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Physics; Science Instruction; Program Descriptions; Teacher Qualifications; Departments; Teacher Collaboration; College Faculty; Science Teachers; Scholarships; Teacher Certification; Pedagogical Content Knowledge; Inquiry; Active Learning + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrqualifikation; Department; Abteilung; Lehrerkooperation; Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Scholarship; Stipendium; Pädagogische Kompetenz; Aktives Lernen
Abstract	This chapter describes how faculty from the "teach"HOUSTON program and physics department collaborated to increase the number of highly qualified physics teachers. Prior to this collaboration, the University had not produced even one physics teacher graduate in the previous decade. A physics teacher education pathway has been established which utilizes scholarships, physics degree plans with inclusion of teacher certification courses, and a physics inquiry course for enhancing physics content knowledge. This has resulted in preparing, on average, three physics teachers annually. [For the complete volume, "Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading. Palgrave Studies on Leadership and Learning in Teacher Education," see ED616372.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01