Discovering the Needs Assessment of Qualified STEM Teachers for the High-Need Schools in South Texas.
Discovering the Needs Assessment of Qualified STEM Teachers for the High-Need Schools in South Texas.
复制标题
探索德克萨斯州南部高需求学校合格 STEM 教师的需求评估。
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
M. Mundy
中科院分区：
文献类型：
--
作者：
Jeong Yang;Young Lee;S. Park;Monica Wong;R. Ahangar;M. Mundy
在美国，由于教师对数学和科学缺乏足够的知识，大多数中学生未能达到熟练程度，这引起了人们的关注。对数学和科学教师短缺的担忧也达到了新的高度。在得克萨斯州，高中数学和科学是最严重的短缺领域之一。需求评估学生/教师调查在2013年春季和秋季学期进行，以收集重要信息，为南德克萨斯州高需求学区准备高素质的STEM教师。
大约72%的学生参与者表示，他们想教STEM科目（其中31%的人喜欢教计算机科学）。56.25%的STEM学生表示他们有兴趣成为一名教师，近100%的学生愿意在高需求的学校任教，他们需要经济援助来完成教育家准备计划。
教师调查中约50%的教师参与者认为指定用于K-12 STEM教育的资金不足。40%的人认为K-8 STEM教育不足，STEM教师的专业发展不足。教师与会者希望大学为教师提供培训或专业发展，例如实施纵向课程调整和建立大学与学区之间的伙伴关系。
Concerns are arising in the United States that a majority of secondary school students fail to achieve mathematics and science proficiency due to teachers who lack adequate knowledge of the subjects. The concerns over shortages of mathematics and science teachers have also reached new heights. In Texas, the high school mathematics and science are teaching areas that have persisted among the most critical shortage areas. The needs assessment Student/Teacher surveys were conducted in the spring and fall semesters of 2013 to collect important information for decision making in preparing highly qualified STEM teachers for high-need school districts in South Texas.
About 72% of student participants from the Student survey indicated that they would like to teach STEM subjects (31% of them like to teach Computer Science). 56.25% of the STEM students indicated that they were interested in becoming a teacher and nearly 100% of them were willing to teach in high-need schools and they needed financial assistance to complete the educator preparation program.
About 50% of teacher participants from the Teacher survey thought that the funding designated for K-12 STEM education was insufficient. 40% of them also believed that K-8 STEM education was inadequate and professional development for STEM teachers was insufficient. Teacher participants would like universities to provide training or professional development for teachers such as the implementation of vertical curriculum alignment and the establishment of partnerships between universities and school districts.