Secondary STEM Teacher Preparation as a Top Priority for the University of the Future:: The UTeach National Replication as a Strategic Initiative
Secondary STEM Teacher Preparation as a Top Priority for the University of the Future:: The UTeach National Replication as a Strategic Initiative
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中学 STEM 教师培养是未来大学的首要任务:: UTeach 全国复制作为一项战略举措
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Martha Pérez
中科院分区：
文献类型：
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作者：
Pamela Romero;Martha Pérez
全国性的呼吁，如国家科学院的"在风暴中崛起“，奥巴马总统的”教育创新“和”100金10“，警告缺乏数学和科学素养对国家经济健康造成的有害影响，并呼吁立即采取行动，增加国家的科学，技术，通过增加K - 12 STEM教师的数量，扩大工程和数学（STEM）人才库。越来越多的大学通过采用UTeach计划来应对这一挑战，通过独特的跨学院合作，使中学STEM教师生产成为全校的优先事项。德克萨斯大学的UTeach课程提供STEM学位和二级认证，可以在短短四年内教授数学，科学或计算机科学。UTeach将严格的内容准备，教学法和早期的实地教学经验结合到四年的STEM学位计划中。UTeach研究所的成立是为了支持在全国各地的大学实施UTeach模式，目前与35所大学合作，在美国17个州实施基于UTeach的项目。截至2013年春季，大约有1，600名UTeach毕业生，预计到2020年这一数字将上升到9，000人。初步结果表明，UTeach的实施正在创造制度变革，并建立了将STEM教师准备带到每所大学使命最前沿的计划。本文探讨了这种规模扩大的经验，作为一个成功的模式，加强以大学为基础的STEM教师准备的例子。具体来说，我们审查的影响，为未来的大学，并解决必要的制度变革所需的成功的计划实施。我们的经验表明，在大学环境中成功的计划实施需要一个平衡的方法。明确阐述业务和教学计划的组成部分，结构化的实施支持，明确的计划基准和持续的进展评估，必须与当地环境的认识和适应和创新的机会模式。
National calls, such as the National Academy of Science’s Rising Above the Gathering Storm, and President Obama’s Educate to Innovate and 100Kin10, caution against the detrimental effects that a lack of math and science literacy pose to the health of the nation’s economy and call for immediate action to increase the nation’s science, technology, engineering and mathematics (STEM) talent pool by increasing the number of K – 12 STEM teachers. A growing number of universities are responding to this challenge by adopting the UTeach program, making secondary STEM teacher production a university-wide priority through a unique cross-college collaboration. The University of Texas’ UTeach program offers both a STEM degree and secondary certification to teach math, science, or computer science in just four years. UTeach combines rigorous content preparation, pedagogy, and early field teaching experiences into four-year STEM degree plans. The UTeach Institute was established to support the implementation of the UTeach model at universities across the country and currently partners with 35 universities implementing UTeachbased programs in 17 states across the United States. As of Spring 2013, approximately 1,600 UTeach graduates have been produced and that number is expected to rise to 9,000 by 2020. Initial results indicate that UTeach implementation is creating institutional change and establishing programs that are making headway in bringing STEM teacher preparation to the forefront of each university’s mission. This article examines this scale-up experience as an example of a successful model for strengthening university-based STEM teacher preparation. Specifically, we review the implications for the university of the future, and address the necessary institutional changes required for successful program implementation. Our experience shows that successful program implementation in a university setting requires a balanced approach. Clear articulation of operational and instructional program components, structured implementation support, explicit program benchmarks and continuous evaluation of progress must be paired with an awareness of the local context and opportunities for adaptations and innovations to the model.