See more from this Division: Topical Sessions
See more from this Session: Professional Society, Organization, Institution, and Federal Agency Achievements Supporting K–12 Teachers and Students
Abstract:
Our experience at UC Davis suggests general principles for the development of undergraduate teacher preparation programs. Compromising the quality of teacher preparation in order to increase the supply of teachers is self-defeating. Programs should be rooted in the subject matter disciplines, but active involvement of the faculty in education is essential. Without the enthusiastic support of math and science faculty supervising the formative education of prospective teachers, interest in a teaching career is difficult to sustain. Teachers need a broader perspective than provided by a typical science major, but they should take pre-professional science courses in order to preserve their career options. Students should have structured opportunities to explore their interest in teaching and to prepare for a credential program. Permanent allocations of fiscal, faculty, and scholarship resources by the university are critical. Short-term funding by outside agencies is beneficial for starting new programs, but continuity demands a permanent commitment from the institution. Finally, geology departments can play a major role in increasing science literacy and meeting the needs for broadly trained teachers of integrated science.
See more from this Division: Topical Sessions
See more from this Session: Professional Society, Organization, Institution, and Federal Agency Achievements Supporting K–12 Teachers and Students