Developing STEM Teachers through both Informal and Formal Learning Experiences

• Donna Stokes ^[1] ; Paige Evans ^[1] ; Cheryl Craig ^[2]
  1. [1] University of Houston

     University of Houston

     Estados Unidos

     
  2. [2] Texas A&M University

     Texas A&M University

     Estados Unidos

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 961-971
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article illuminates the impact of the teachHouston on students’ pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerably shortage of qualified teachers in America’s urban centers. As part of a National Science Foundation Noyce Scholarship grant, both informal and formal learning opportunities were created and implemented to better prepare pre-service STEM teachers and to build self-efficacy. A Noyce Internship Institute, created to prepare pre-service STEM teachers to serve as camp counselors and teaching assistants in a summer STEM camp for underserved middle school students, introduced preservice teachers to interactive training sessions that model best teaching practices. Additionally, a Physics by Inquiry course was developed and implemented by physics and teachHouston faculty to engage preservice high school STEM teachers in interactive, inquiry-based teaching pedagogies for physics. The course focuses on increasing the knowledge base for teaching Physics through best practices in inquiry instruction. Evaluation of the course indicates that participants had improved content knowledge and better insight of how to employ inquiry-based learning in the classroom. The informal and formal learning opportunities offered in teachHouston, introduced preservice teachers to professional development opportunities as well as exposed them to activities to build their science content knowledge. The outcomes of this program shows positive indication that formal and formal experiences can impact self-efficacy which may lead to increased production and retention of STEM teachers.