Curricular and Pedagogical Imperatives for Fostering Effective STEM Teacher Preparation

This article describes a unique approach to developing and delivering the curriculum for an experimental program that prepares STEM (science, technology, engineering, and mathematics) graduates for teaching in high-needs secondary schools. The context for the collaborative design--including the char...

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Bibliographic Details
Published inTeacher education & practice Vol. 26; no. 4; pp. 706 - 720
Main Authors King, Caryn M, Lancaster, Paula E, DeFrance, Nancy L, Melin, Jacquelyn A, Cleveland, Rosemary
Format Journal Article
LanguageEnglish
Published Rowman & Littlefield 22.09.2013
Subjects
College Students
Content Area Reading
Content Area Writing
Curriculum Development
Delivery Systems
Educational Environment
Experimental Programs
Fellowships
Formative Evaluation
Inclusion
Instructional Development
Literacy
Michigan
Multicultural Education
Observation
Pedagogical Content Knowledge
Program Descriptions
Program Development
Reflection
Secondary School Teachers
STEM Education
Summative Evaluation
Teacher Education
Teacher Education Programs
Teaching Methods
Technology Integration
Michigan
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Summary:This article describes a unique approach to developing and delivering the curriculum for an experimental program that prepares STEM (science, technology, engineering, and mathematics) graduates for teaching in high-needs secondary schools. The context for the collaborative design--including the charge, personnel, and purpose of the program--is briefly described, followed by the process used to determine the program's conceptual framework. A brief description of the curriculum and its delivery is explained, including the "rotations" aspect of each course, which plays a significant role in STEM teacher preparation. The objectives for each rotation are identified, and the settings in which rotations occurred are described. The article concludes with a discussion of the STEM graduates' views about the extent to which rotations foster pedagogical content knowledge in novice teacher candidates.
ISSN:0890-6459