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Edited by Jacqueline Leonard, Andrea C. Burrows and Richard Kitchen

Teacher Preparation Programs, Teacher Diversity, and STEM

Considering a “Race-Centered” Political Economy Perspective

Ryan Ziols

Abstract

This chapter considers some of the complexities and challenges in STEM teacher education with respect to recruitment, preparation, and retention. First, STEM teacher education is considered from a “race-centered” political economy perspective. It is argued that a “race-centered” political economy perspective on STEM teacher education may provide an important lens for examining how both “traditional” and “alternative” teacher education programs approach issues of recruitment and preparation. Next, drawing from Rancièrean political theory, STEM teacher education is considered with a different sense of the political. Dropping retention concerns from teacher preparation program planning is provided as an example of a less familiar framing of the political that may offer alternative ways for approaching perennial and endemic issues in STEM teacher education.

Edited by Jacqueline Leonard, Andrea C. Burrows and Richard Kitchen

Jacqueline Leonard, Scott Chamberlin, Saman A. Aryana, Marina Lazic and Anne Even

Abstract

In this qualitative study, preservice teachers’ self-efficacy in STEM and mastery experiences are discussed after a summer internship experience. Using journal entries and field notes to complete the Dimensions of Success Tool (Noah, Shah, & Larson, 2014) participants (predominantly female, European-American undergraduate students in STEM disciplines) reported positive effects of the summer internship program. Specifically, participants generally suggested that the summer experience helped raise cognizance of areas of need in future elementary education preparation. In short, the summer internship was deemed valuable by participants.

World Class STEM Faculty

An International Dual-Degree Program

Karen E. Irving, Anil K. Pradhan and Sultana N. Nahar

Abstract

The global community is engaged in educational reform to improve opportunities for young people in higher education and scientific research. The responsibility of science teacher educators extends to the preparation of world-class faculty in STEM disciplines at institutions of higher education (IHE). This chapter describes a highly intensive and innovative international dual-degree program designed to prepare world-class professors in STEM fields for colleges and universities. With about 150 million future students, some reports indicate that 50,000+ new colleges and universities are being formed in India (Choudaha, 2011). These new institutions of higher education need highly-qualified STEM faculty to train the next generation of leaders in STEM fields. A collaboration funded by the US-India Education Foundation (USIEF) between The Ohio State University (OSU) and the Aligarh Muslim University (AMU) was established with the primary goal of exploring pathways to prepare the next generation of world-class STEM faculty for universities in India. Theoretical frameworks and logistical challenges are described.

Beyond Nature Talk

Transforming Environmental Education with Critical and Queer Theories

Series:

blake m. r. flessas and Timothy D. Zimmerman

Camping Science Education

A Trip to Camp Wilde and the Queer Nature of Nature

Series:

Nicholas Santavicca, Jesse Bazzul and Stephen Witzig