Attracting, Preparing, and Retaining Teachers in High Need Areas: A Science as Inquiry Model of Teacher Education
Attracting, Preparing, and Retaining Teachers in High Need Areas: A Science as Inquiry Model of Teacher Education
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在高需求地区吸引、培养和留住教师：教师教育的科学探究模型
DOI：
10.1007/978-981-10-4075-7_30
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发表时间：
2017
影响因子：
2
通讯作者：
Bobby Abrol
中科院分区：
文献类型：
--
作者：
C. Craig;Paige K. Evans;S. Bott;D. Stokes;Bobby Abrol
在美国的城市中心，很难（如果不是不可能的话）用具有必要的内容领域知识、技能和性格的教师来填补中学科学职位。为了改变这种状况，设计了一种新的教师教育模式。这种模式通过早期的实地经验和提供潜在的奖学金吸引科学专业的学生从事教学工作。然后，他们将接受最先进的教师教育计划的培训，该计划融入了将科学教学作为探究的原则。本章阐述了teachHOUSTON方法中学科学教师的准备，并显示它是如何解决严重的教师流失和保留面临的问题，主要是少数民族学生居住的城市学区。
In urban centers in the United States, it is difficult—if not impossible—to fill secondary science positions with teachers who have the requisite content area knowledge, skills and dispositions. To remedy this situation, a new model of teacher education has been designed. This model attracts science major students to the teaching profession through early field experiences and offering potential scholarships. They are then prepared in a state-of- the-art teacher education program steeped in the principles of teaching science as inquiry. This chapter elucidates the teachHOUSTON approach to secondary science teacher preparation and shows how it is addressing serious teacher attrition and retention problems facing urban school districts populated by predominantly minority students.