| Description |
xxiii, 205 pages ; 28 cm |
| Contents |
1. Introduction and Context -- 2. The Continuum of Teacher Education in Science, Mathematics, and Technology: Problems and Issues -- 3. The Critical Importance of Well-Prepared Teachers for Student Learning and Achievement -- 4. Recommendations from the Profession and the Disciplines -- 5. Teacher Education as a Professional Continuum -- 6. A Vision for Improving Teacher Education and the Teaching Profession -- 7. Recommendations -- App. A. Standards for Teacher Development and Professional Conduct -- App. B. Overview of Content Standards from the National Science Education Standards and the Principles and Standards for School Mathematics -- App. C. Overview of Teaching Standards from the National Science Education Standards and the Principles and Standards for School Mathematics -- App. D. Examples of Local and Statewide Programs That Provide Ongoing Professional Development Opportunities to Beginning and Experienced Teachers -- App. E. Examples of Formal and Informal Partnerships Between Institutions of Higher Education and School Districts to Improve Teacher Education -- App. F. Biographical Sketches of Committee Members |
| Summary |
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 |
| Bibliography |
Includes bibliographical references and index |
| Event |
Site accessed 18 September, 2001 |
| Notes |
Electronic version available on the Internet |
| Subject |
Engineering teachers.
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Science teachers -- Training of -- United States.
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Mathematics teachers -- Training of -- United States.
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Engineering teachers -- Training of -- United States.
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| Author |
National Research Council (U.S.). Committee on Science and Mathematics Teacher Preparation.
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| LC no. |
00011135 |
| ISBN |
0309070333 |
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