The following HTML text is provided to enhance online
readability. Many aspects of typography translate only awkwardly to HTML.
Please use the page image
as the authoritative form to ensure accuracy.
Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millenium
TABLE 7-1Specific Recommendations
Local, state, and federal governments should recognize and acknowledge the need to improve teacher education in science and mathematics, as well as assist the public in understanding and supporting improvement. Governments should understand that restructuring teacher education will require large infusions of financial support and make a strong commitment to provide the direct and indirect funding required to support local and regional partnerships for improving teacher education in these disciplines. They also should encourage the recruitment and retention of teachers of science and mathematics—particularly those who are qualified “in-field”—through financial incentives, such as salaries that are commensurate and competitive with other professions in science, mathematics, and technology; low-interest student loans; loan forgiveness for recently certified teachers in these disciplines who commit to teaching; stipends for teaching internships; and grants to teachers, school districts, or teacher education partnerships to offset the costs of continual professional development.
FOR COLLABORATION BETWEEN INSTITUTIONS OF HIGHER EDUCATION AND THE K-12 COMMUNITY
Two- and four-year institutions of higher education and school districts that are involved with partnerships for teacher education should—working together—establish a comprehensive, integrated system of recruiting and advising people who are interested in teaching science, mathematics, and technology.
FOR THE HIGHER EDUCATION COMMUNITY
1. Science, mathematics, and engineering departments at two- and four-year colleges and universities should assume greater responsibility for offering college-level courses that provide teachers with strong exposure to appropriate content and that model the kinds of pedagogical approaches appropriate for teaching that content.
2. Two- and four-year colleges and universities should reexamine and redesign introductory college-level courses in science and mathematics to better accommodate the needs of practicing and future teachers.
3. Universities whose primary mission includes education research should set as a priority the development and execution of peer-reviewed research studies that focus on ways to improve teacher education, the art of teaching, and learning for people of all ages. New research that focuses broadly on synthesizing data across studies and linking it to school practice in a wide variety of school settings would be especially helpful to the improvement of teacher education and professional development for both prospective and experienced teachers. The results of this research should be collated and disseminated through a national electronic database or library.