How Can Teacher Education Programs Improve STEM Teaching?

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SUMMARY

The discussion centers on improving STEM education within K-12 teacher education programs, emphasizing the need for a cohesive curriculum across the United States. The report "Successful STEM Education: A Workshop Summary" highlights effective K-12 school types and the essential elements for successful STEM programs. Participants express the necessity of introducing subjects like calculus and physics progressively, advocating for a structured approach to teaching mathematics and science in parallel. The conversation also critiques the fragmented state standards and curriculum disparities that hinder effective STEM education.

PREREQUISITES
  • Understanding of K-12 educational frameworks
  • Familiarity with STEM disciplines (Science, Technology, Engineering, Mathematics)
  • Knowledge of curriculum development and educational standards
  • Awareness of pedagogical strategies in STEM education
NEXT STEPS
  • Research "Successful STEM Education: A Workshop Summary" for insights on effective K-12 programs
  • Explore the National Math and Science Initiative (NMSI) for curriculum improvement strategies
  • Investigate pedagogical techniques that enhance STEM learning outcomes
  • Study the impact of standardized curricula in top-performing countries on STEM education
USEFUL FOR

Educators, curriculum developers, policymakers, and anyone involved in enhancing K-12 STEM education and teacher training programs.

  • #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.
 
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  • #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
 
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