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. Table of ContentsFront MatterExecutive SummaryIntroduction and ContextThe Continuum of Teacher Education in Science, Mathematics, and Technology: Problems and IssuesThe Critical Importance of Well-Prepared Teachers for Student Learning and AchievementRecommendations from the Profession and DisciplinesTeacher Education as a Professional ContinuumA Vision for Improving Teacher Education and the Teaching ProfessionRecommendationsReferencesAppendix A: Standards for Teacher Development and Professional ConductAppendix B: Overview of Content Standards from the National Science Education Standards and the Principles and Standards for School MathematicsAppendix C: Overview of Teaching Standards from the National Science Education Standards and the Principles and Standards for School MathematicsAppendix D: Examples of Local and Statewide Programs That Provide Ongoing Professional Development Opportunities to Beginning and Experienced TeachersAppendix E: Examples of Formal and Informal Partnerships Between Institutions of Higher Education and School Districts to Improve Teacher EducationAppendix F: Biographical Sketches of Committee MembersGlossary of Education TermsIndex

 

 

There are 232 pages in this book. This book was published in 2001 by National Academies Press .