. "The Continuum of Teacher Education in Science, Mathematics, and Technology: Problems and Issues." Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium. Washington, DC: The National Academies Press, 2000.
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Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millenium
as articulated in this report, is one that involves a complex, multidimensional, and career-long process. This vision (detailed in Chapter 6) emphasizes the intellectual growth and maturation of teachers of science and mathematics and increasing the professionalism of teaching in these disciplines and in general. The vision would be achieved through genuine partnerships that exhibit the following characteristics:
They would be developed and implemented collaboratively by scientists, mathematicians, engineers; science, mathematics, and technology educators; and teachers of grades K-12.
All colleges and universities, whether or not they offer formal teacher education programs, would make teacher education one of their institution’s central priorities.9 The highest levels of leadership from postsecondary education communities would affirm their institutions’ commitment to teacher education as a basic tenet of their educational mission. Higher education organizations would assist their member institutions to develop programs to increase awareness of all faculty members about the importance of teacher education and their roles in it.
Each postsecondary institution would establish clear connections between its programs and professional consensus about what beginning and more experienced teachers should know and be able to do in their class-rooms.10 Teacher education programs would meet the highest standards that have been articulated by national professional organizations.
Institutions of higher education would maintain contact with and provide guidance for teachers who complete their preparation and development programs after those teachers leave the campus. Higher education organizations would assist higher education institution members in establishing programs for new teachers who have moved to the regions served by those institutions.
Professional disciplinary societies in science, mathematics, and engineer-
The nation’s teacher workforce consists of many individuals who have matriculated at all types of two- and four-year colleges and universities. Although many of these schools do not offer formal teacher education programs, virtually every institution of higher education, through the kinds of courses it offers, the teaching it models, and the advising it provides to students, has the potential to influence whether or not its graduates will pursue careers in teaching.
For example, the Interstate New Teacher Assessment and Support Consortium (INTASC) has developed consensus guidelines for preservice programs under the auspices of the Council of Chief State School Officers. Additional information about INTASC is available at <http://www.ccsso.org/intasc.html>. Corresponding consensus guidelines for continuing professional development have been developed by the National Board for Professional Teaching Standards (NBPTS). Additional information about NBPTS is available at <http://www.nbpts.org/nbpts/>.