Transforming Teacher Preparation to Ensure Long-Term Improvement in STEM Teaching

Autor/in	Hiebert, James
Titel	Transforming Teacher Preparation to Ensure Long-Term Improvement in STEM Teaching
Quelle	In: Teacher Education and Practice, 26 (2013) 4, S.832-845 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	STEM Education; Teacher Education Programs; Educational Improvement; Alternative Teacher Certification; Mathematics Teachers; Mathematics Education; Methods Courses; Preservice Teacher Education; Preservice Teachers; Program Descriptions; Improvement Programs; Knowledge Base for Teaching; Teacher Effectiveness; Teacher Improvement; Instructional Improvement; Instructional Design; Program Effectiveness; Elementary School Teachers; Middle School Teachers; Training Methods; Delaware + Suchen Sie Ihr Suchwort? STEM; Teaching improvement; Unterrichtsentwicklung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Effizienzsteigerung; Teaching theory; Theory of teaching; Unterrichtstheorie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterrichtsqualität; Lesson concept; Lessonplan; Unterrichtsentwurf; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Didaktik; Trainingsmaßnahme
Abstract	An alternative mathematics preparation program for K-8 teachers is described as an existence proof that steadily increasing effectiveness of STEM (science, technology, engineering, and mathematics) preparation is possible. The program is based on treating every lesson in each of five mathematics content and methods courses as objects of study. Increasing performance from cohort to cohort of K-8 preservice teachers of mathematics-for-teaching tasks is explained by the increasing knowledge acquired over time for helping preservice teachers achieve lesson-level learning goals. Arguments are offered for the potential of this kind of program to strengthen, in a lasting way, the STEM education of preservice teachers and their motivation to study and improve their own teaching practice over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10