| Description |
1 online resource (xxiii, 205 pages) : illustrations |
| Contents |
Current Problems and Issues in Teacher Education and the Teaching Profession -- The Evidence That High-Quality Teaching Matters -- Teacher Education as a Professional Continuum -- Vision and Recommendations -- General Recommendations -- Specific Recommendations -- Introduction and Context -- The Reform Movement in Education: Current Challenges -- Roadblocks to Changes in Teacher Education -- Increasing Expectations for Teaching and Learning -- Origins of the Study -- The Continuum of Teacher Education in Science, Mathematics, and Technology: Problems and Issues -- Teacher Education Issues -- The Teaching Profession -- The Critical Importance of Well-Prepared Teachers for Student Learning and Achievement -- The Evidence That High-Quality Teaching Matters -- Teacher Quality and General Student Achievement: Three Studies -- Teacher Quality and Student Achievement in Science and Mathematics -- The Importance of Teacher Certification -- Data from National and International Tests -- Content Preparation Is Critical for High-Quality Teaching in Science and Mathematics -- The Nature and Importance of Content Knowledge in the Education of Teachers of Science and Mathematics -- Recommendations from the Profession and the Disciplines -- Teacher Education As a Professional Continuum -- Systemic Approaches to Improving Teacher Education -- Some Exemplary Approaches to Teacher Education -- The Effectiveness of PDS and Similar Collaborative Efforts in Improving Student Learning |
| Summary |
Each new headline about American students' poor performance in math and science leads to new calls for reform in teaching. Education Teachers of Science, Mathematics, and Technology puts the whole picture together by synthesizing what we know about the quality of math and science teaching, drawing conclusions about why teacher preparation needs reform, and then outlining recommendations for accomplishing the most important goals before us. As a framework for addressing the task, the book advocates partnerships among school districts, colleges, and universities, with contributions from scientists, mathematicians, teacher educators, and teachers. It then looks carefully at the status of the education reform movement and explores the motives for raising the bar for how well teachers teach and how well students learn. Also examined are important issues in teacher professionalism: what teachers should be taught about their subjects, the utility of in-service education, the challenge of program funding, and the merits of credentialing. Professional Development Schools are reviewed and vignettes presented that describe exemplary teacher development practices |
| Bibliography |
Includes bibliographical references (pages 131-141) and index |
| Notes |
Print version record |
| Subject |
Science teachers -- Training of -- United States
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Mathematics teachers -- Training of -- United States
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Engineering teachers -- Training of -- United States
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SCIENCE -- Study & Teaching.
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Mathematics teachers -- Training of
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Science teachers -- Training of
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Lehrerbildung
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Mathematiklehrer
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Naturwissenschaften
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Reform
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Technischer Lehrer
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Lehrer
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United States
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USA
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| Form |
Electronic book
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| Author |
National Research Council (U.S.). Committee on Science and Mathematics Teacher Preparation.
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| LC no. |
00011135 |
| ISBN |
9780309501422 |
|
0309501423 |
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