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

亨特学院正在解决有效的科学中学教师的需求，在生物，化学和物理三个新的五年制BA/MA教师培训课程的创建。新的BA/MA课程包括六门中心课程，旨在充分整合学科和教学内容。这些课程的开发借鉴了科学和教育学院在为新生建设23学分的综合化学/物理/数学课程期间获得的整合和探究的丰富经验。BA/MA课程的六门中心课程由教育学院的教师，科学系的教师和高中教师的协作团队设计。新课程的一个中心主题是通过探究训练未来的教师像科学家一样思考和行动。学生在早期的科学课程中体验探究，在许多教师培训课程中继续获得探究实践，并被要求在学生教学经验中使用探究。招聘是该计划的重要组成部分。为学生提供参与教学经验的早期机会，并建立机制，以改变科学部门的气氛，扩大重点，包括教育事业。对新毕业教师在课堂环境中的支持包括辅导计划和与助理校长的联系，以建立一个社区，作为在课堂上使用调查的当地支持。预计大约50名新教师将在资助期的第四年从该方案毕业。这些科学教师将充分准备在他们的教室里使用探究教学法，并将在当地的高中和亨特学院的教师导师的支持，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.