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

亨特学院正在通过创建三个新的五年制生物、化学和物理学士/硕士教师培训计划来解决对有效的科学中学教师的需求。新的BA/MA课程包括六门中心课程，旨在实质上整合学科和教育学内容。这些课程的开发借鉴了科学和教育教师在建设23学分的化学/物理/数学综合课程期间获得的丰富经验和综合探究，以进入大学一年级。BA/MA项目的六门核心课程是由教育学院的教员、科学系的教员和高中教师组成的合作团队设计的。新项目的一个中心主题是培训未来的教师通过使用探究来像科学家一样思考和行动。学前班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实践探究，并被要求在学生的教学经验中使用探究。招聘是该计划的一个重要组成部分。为学生提供了早期参与教学经验的机会，并建立了改变科学系氛围的机制，扩大了重点，将教育职业包括在内。在课堂环境中对新毕业教师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。预计大约有50名新教师将在资助期的第四年从这项计划中毕业。这些科学教师将做好在课堂上使用探究式教学的充分准备，并将在当地高中得到支持，并得到亨特学院教师导师的支持，以便他们能够成功地将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.