Phase-I: Internships and Scholarships to Promote Technological Pedagogical Content Knowledge in Teacher Education at SUNY College at Brockport's Science Education Program

纽约州立大学布罗克波特分校正在开发和实施资源和方法，以提高教师教育中的技术教学内容知识。该项目利用以往拨款开发的资源和计算数学、科学与技术（C-MST）课程来改善教师教育。它强调了最近开发的概念框架，技术教学内容知识，这些知识现在使科学教育者和计算科学家走上了同一条道路，利用跨学科方法进行STEM和教师教育。强大的内容知识（通过STEM学位），丰富的实地经验（150小时），学生教学，双重认证（科学和特殊教育），计算教学法课程，实习和奖学金形式的资金支持，以及顶点暑期研究所构建了一套连贯的战略，以吸引，准备和留住40名中学科学教师的新骨干。该项目以形成性评价为依据，以便经常进行审查和中期更正，并通过文章、会议文件和项目网站传播其调查结果和资源。课程框架和学习模块与国家数字图书馆馆藏共享，为全国教师教育做出贡献。

The State University of New York at Brockport is developing and implementing resources and methodologies to improve technological pedagogical content knowledge in teacher education. The project is using resources and computational mathematics, science, and technology (C-MST) courses, developed under previous grants, to improve teacher education. It emphasizes the recently developed conceptual framework, technological pedagogical content knowledge that has now put both science educators and computational scientists on the same path to utilize an interdisciplinary approach to STEM and teacher education. Strong content knowledge (via a STEM degree), extensive field experience (150 hours), student teaching, dual certification (science and special education), computational pedagogy courses, monetary support in the form of internships and scholarships, and a capstone summer institute construct a set of coherent strategies to attract, prepare, and retain a new cadre of 40 secondary school science teachers. The project is informed by a formative evaluation to enable frequent reviews and mid-course corrections and is disseminating its findings and resources through articles, conference papers and the project's website. The curriculum framework and learning modules are shared with national digital library collections contributing to teacher education nationwide.