How Can Teacher Education Programs Improve STEM Teaching?

  • Thread starter Thread starter Astronuc
  • Start date Start date
  • Tags Tags
    Education Stem
Click For Summary

Discussion Overview

The discussion focuses on improving STEM teaching within teacher education programs, particularly in K-12 settings. Participants explore various aspects of STEM education, including curriculum development, teaching methodologies, and the integration of mathematics and science. The conversation also touches on the challenges faced by the U.S. education system in comparison to other countries.

Discussion Character

  • Exploratory
  • Debate/contested
  • Technical explanation
  • Conceptual clarification

Main Points Raised

  • Some participants emphasize the importance of a coherent K-12 STEM curriculum that aligns with effective teaching practices and addresses the diverse needs of students.
  • Others propose that the U.S. education system suffers from a lack of standardization, with 50 different state standards leading to inconsistencies in math and science education.
  • A participant suggests that the transition from basic arithmetic to advanced topics like calculus and differential equations should be carefully structured, questioning the timing and methods of introducing these subjects.
  • There is a discussion about the parallel teaching of math and science, with some advocating for distinct curricula that allow for the unique nature of each discipline.
  • Concerns are raised about the efficiency of the current math curriculum, with suggestions to streamline courses to avoid repetition and better prepare students for advanced topics.
  • Some participants highlight successful models from other countries, such as Australia's national curriculum, as examples of effective STEM education frameworks.

Areas of Agreement / Disagreement

Participants express a range of views on the structure and content of STEM education, indicating that there is no consensus on the best approach. While some agree on the need for reform, others present differing opinions on how to achieve effective STEM teaching.

Contextual Notes

The discussion reveals limitations in the current U.S. educational framework, including variations in curriculum quality and the impact of state-specific standards. Participants acknowledge the challenges of implementing a cohesive and effective STEM curriculum across diverse educational settings.

Who May Find This Useful

This discussion may be of interest to educators, policymakers, curriculum developers, and anyone involved in teacher education or STEM education reform.

  • #31
Devils said:
There are many things in teacher education programs that those in higher education don't deal with as often. An issue is contact hours, in high school you need to be on your feet teaching 15-17 hours per week.

- behaviour management - how to deal with unruly/violent students
- classroom management - teachers need think as a manager of their own space
- diversity - students that are disabled, immigrants, limited language skills, hyperactive, etc.
- welfare - students report they are bullied, assaulted by parents
- pedagogy techniques - eg think/pair/share
- extra curricular - you may need to be the basketball coach as well

Here is an idea that floated around ~25 years ago, find technically oriented Retired Service Members (Army, etc...) to teach, they have the skills mentioned above and some. They already have an income, teaching would be a great supplement. From my service time, 15-17 hours a week would be nothing, as a former drill instructor and engineering course instructor, I wish I only worked that amount of time, usually, it was ~40 hours as an instructor and ~100 a week as a drill sergeant.
 
Science news on Phys.org
  • #32
Dr Transport said:
Here is an idea that floated around ~25 years ago, find technically oriented Retired Service Members (Army, etc...) to teach, they have the skills mentioned above and some. They already have an income, teaching would be a great supplement. From my service time, 15-17 hours a week would be nothing, as a former drill instructor and engineering course instructor, I wish I only worked that amount of time, usually, it was ~40 hours as an instructor and ~100 a week as a drill sergeant.

In real terms, this doesn't make sense. The teacher needs to be available to work full time, not part time. Also, why set up school districts to have to replace these people every few years instead of providing them with qualified people who can grow over time and hold the job for decades?

There is a market for part-time instructors, but as a long-term solution it's more important to train better teachers, not fill the expertise gaps with patchwork.
 
  • #33
Devils said:
There are many things in teacher education programs that those in higher education don't deal with as often. An issue is contact hours, in high school you need to be on your feet teaching 15-17 hours per week.

- behaviour management - how to deal with unruly/violent students
- classroom management - teachers need think as a manager of their own space
- diversity - students that are disabled, immigrants, limited language skills, hyperactive, etc.
- welfare - students report they are bullied, assaulted by parents
- pedagogy techniques - eg think/pair/share
- extra curricular - you may need to be the basketball coach as well
I'm not sure 15-17 hours covers it. My wife is a TA at a local elementary school, and she works about 30 hrs per week. The teachers work about 40+ including lesson plans and classroom prep, grading homework after classroom hrs and during evenings, and meeting with parents.

Maybe some high school teachers teach 3 classes?

Classroom management (with behavior management, diversity, welfare) is a critical factor, as well as complicated. The staff sometimes have to deal with disruptive and occasionally violent students, and those dealing the difficult situations at home that adversely affect their ability to learn.

Rather than address those important issues, I'd like to focus on STEM, a feasible/optimal curriculum, and pedagogy techniques.
 
  • #34
Astronuc said:
I'm not sure 15-17 hours covers it. My wife is a TA at a local elementary school, and she works about 30 hrs per week.
I meant 15-17 hours standing in front of a class giving lessons. There is other time preparing, marking, sport, personal development (for students & teachers), interviews, etc as you say.

One thing people should be aware of in is the extensive health, welfare, employment services that are provided by universities.Many universities have extensive free health facilities (doctors, psychologists, career counselors, on-campus pharmacy & pathology) as well as arrange employer visits. This is generally far more services than you find in schools or the workforce.
---------------

Some teacher education programs do teach STEM.

http://www.qut.edu.au/?a=16559&residency=dom&unit-id=45074&study-level=&SQ_DESIGN_NAME=content&fromajax=true
http://www.qut.edu.au/?a=16559&residency=dom&unit-id=45060&study-level=&SQ_DESIGN_NAME=content&fromajax=true
 
Last edited by a moderator:

Similar threads

  • · Replies 54 ·
2
Replies
54
Views
10K
  • · Replies 156 ·
6
Replies
156
Views
19K
Replies
13
Views
11K
  • · Replies 54 ·
2
Replies
54
Views
8K
  • · Replies 2 ·
Replies
2
Views
3K
  • · Replies 1 ·
Replies
1
Views
2K
  • · Replies 33 ·
2
Replies
33
Views
5K
  • · Replies 5 ·
Replies
5
Views
4K
  • · Replies 35 ·
2
Replies
35
Views
9K
  • · Replies 42 ·
2
Replies
42
Views
9K