The Development of Three New Five-Year BA/MA Programs in Secondary Science Teaching Emphasizing Inquiry Learning and Integration of Pedagogy and Science Content

亨特学院通过开设生物、化学和物理三个新的五年制学士/硕士教师培训课程，来满足对高效的中学科学教师的需求。新的学士/硕士课程包括六门中心课程，旨在将学科和教学内容实质性地结合起来。这些课程的开发借鉴了理教教师在构建23学分的大一化学/物理/数学综合课程时所获得的整合和探究的丰富经验。学士/硕士课程的六个中心课程是由教育学院的教师、科学系的教师和高中教师组成的合作团队设计的。新课程的一个中心主题是通过探究来训练未来的教师像科学家一样思考和行动。职前学生在他们早期的科学课程中体验了探究，在他们的许多教师培训课程中继续获得探究的实践，并被要求在他们的学生教学经验中使用探究。招聘是该计划的重要组成部分。为学生提供早期参与教学经验的机会，并建立机制来改变科学系的气氛，扩大重点，包括教育事业。对新毕业教师课堂环境的支持包括指导计划和与助理校长的接触，以建立一个社区，作为在课堂上使用探究的当地支持。在资助期的第四年，预计将有大约50名新教师从该项目毕业。这些科学教师将充分准备在课堂上使用探究教学法，并将在当地高中和亨特学院的教师导师的支持下，使他们能够成功地将他们的学习转化为课堂实践。

Hunter College is addressing the need for effective secondary teachers of science with the creation of three new five-year BA/MA teacher-training programs in biology, chemistry, and physics. The new BA/MA programs include six central courses designed to substantially integrate discipline and pedagogy content. The development of these courses draws on the considerable experience of the science and education faculty with integration and inquiry gained during the construction of the 23-credit, integrated chemistry/physics/mathematics course for entering freshmen. The six central courses of the BA/MA programs are being designed by collaborative teams of faculty from the School of Education, faculty from the science departments, and high school teachers. A central theme in the new programs is training the future teachers to think and act like scientists through the use of inquiry. The preservice students experience inquiry in their early science courses, continue to gain practice with inquiry in many of their teacher training courses, and are required to use inquiry in their student teaching experiences. Recruitment is a significant component of the program. Early opportunities for students to participate in teaching experiences are provided and mechanisms are established to alter the climate in the science departments, broadening the focus to include careers in education. Support for newly graduated teachers in their classroom environment include a mentoring program and an outreach to Assistant Principals to build a community that can function as local support for the use of inquiry in the classroom. Approximately fifty new teachers are expected to graduate from this program in the fourth year of the funding period. These science teachers will be fully prepared to use inquiry pedagogy in their class-rooms, and will be supported locally at their high school and by Hunter College faculty mentors so that they can successfully translate their learning into classroom practice.