Making the Case for Teacher Preparation
Steven J. Pollock and
Noah D. Finkelstein
This presentation from the 2011 PhysTEC Conference discusses data collection in relation to educational reform. One of the keys to moving educational reforms out of local experimental stages and into general use is convincing academic colleagues, administrators, and funding sources of the value and impact of research-based transformations. The goal of this workshop was to share some of the data from UC Boulder and talk about the role it has played, and pitfalls to avoid. The roles data and assessment can play in effecting change, and what kinds of data collection, and presentation, might be most effective at various institutions was also discussed.
the National Academy of Sciences
In the five years that have passed since Rising Above the Gathering Storm was issued, much has changed in our nation and world. Despite the many positive responses to the initial report, including congressional hearings and legislative proposals, America's competitive position in the world now faces even greater challenges, exacerbated by the economic turmoil of the last few years and by the rapid and persistent worldwide advance of education, knowledge, innovation, investment, and industrial infrastructure. Indeed the governments of many other countries in Europe and Asia have themselves acknowledged and aggressively pursued many of the key recommendations of Rising Above the Gathering Storm, often more vigorously than has the U.S. We also sense that in the face of so many other daunting near-term challenges, U.S. government and industry are letting the crucial strategic issues of U.S. competitiveness slip below the surface.
Preliminary results from the joint APS/AAPT/AIP National Task Force on the Professional Preparation of Physics Teachers.
Currently, the production of certified high school physics teachers in the United States is about one third of the need. Although physics is the highest need in the sciences, need for high school chemistry teachers is also acute. States like Texas and Minnesota have recently passed legislation mandating additional science requirements for high school students, but produce only a fraction of the teachers needed to fill the legislated demand. In physics, the American Physical Society, American Association of Physics Teachers, and American Institute of Physics have been collaborating on a project called the Physics Teacher Education Coalition (PhysTEC). PhysTEC has now tripled the production of teachers at a number of schools, and the PhysTEC Coalition has over 110 member institutions working collectively to improve teacher education in the sciences. This talk will describe the program and the possible parallel efforts that might be initiated in the chemistry community.
the Physics Teacher Education Coalition
written by Monica Plisch
Physics teachers suffer the highest rate of attrition of any subject area, and are often under-qualified for their positions; as there is a statistical correlation between teacher expertise and student achievement, PhysTEC and PhysTEC are working to increase the number of qualified physics teachers and to improve the quality of physical science teacher education.
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