Best Practices in Chemistry Teacher Education
Best Practices in Chemistry Teacher Education
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化学教师教育的最佳实践
DOI：
10.1021/bk-2019-1335.ch003
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Sachs, D.
中科院分区：
文献类型：
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作者：
Stickney, K;Baker, K;Sachs, D.
印第安纳波利斯大学教学 (STEM)3(UIndy TS3) 计划是一项临床住院医师培训计划，候选人将获得教学硕士学位，并获得化学、生物学或数学执照。 UIndy TS3 由多层支持组成，包括由临床导师教师和兼任大学主管的临床教员进行的临床住院实习、综合和支架式大学课程作业（包括临床研讨会和课堂观察）以及两年的在职指导。评估和保留结果表明，这些项目组成部分为候选人在高需求的课堂上提供了良好的支持，我们的八个队列的 3 年保留率高达 93%，高于全国平均水平。此外，临床导师教师 (CMT) 因候选人在课堂上的存在而丰富，因为候选人将新的教学方法（例如基于项目的学习）和技术引入课堂，从而为 CMT 的实践提供信息。与候选人的互动也对学校管理人员产生积极影响，包括随时了解新教师面临的挑战以及学习吸引学生的新方法。 UIndy TS3 的有效性通过我们 100% 的就业率、项目毕业生的长期保留以及他们作为教师领导者的认可得到了证明。
The University of Indianapolis Teach (STEM)3(UIndy TS3) program is a clinical residency teacher preparation program in which candidates earn a Master of Arts in Teaching degree with licensure in Chemistry, Biology, or Math. UIndy TS3 consists of multiple layers of support, including a clinical residency with clinical mentor teachers and clinical faculty who also serve as university supervisors, integrated and scaffolded university coursework, which includes clinical seminars and classroom observations, and two years of in-service mentoring. Evaluation and retention results indicate that candidates are well-supported in their high-need classrooms by these program components, and our 3-year retention rate of 93% over eight cohorts is higher than the national average. Moreover, the clinical mentor teacher (CMT) is enriched by the candidate’s presence in the classroom, as the candidate imports new teaching methodologies (such as project-based learning) and technologies to the classroom that in turn inform the practice of the CMT. School administrators are also positively impacted by interacting with the candidates, both by keeping apprised of the challenges that new teachers face and by learning new ways to engage students. The efficacy of UIndy TS3 is proven by our 100% placement rate, long-term retention of program graduates, and their recognition as teacher leaders.