A STEM methods course was developed for undergraduate preservice teachers at the faculty of education. The course model design had three phases: 1) review of the STEM literature and conceptual considerations, 2) planning of the STEM methods course, and 3) evaluation by experts and revision based on their feedback. Research literature and other…

Background/purpose: The purpose of this qualitative study was to identify strengths and deficits of alternative teacher certification programs, with particular emphasis on approaches to strengthening mathematical content knowledge and pedagogy. Materials/methods: Six participants included both teacher candidates enrolled in internship in the…

This manuscript presents findings and implications from a multiple case study of how teacher candidates in secondary and middle childhood programs learn specialized knowledge, skills, and expertise from disciplinary experts in content courses and enact practices of disciplinary literacy in field placements. An expert-novice framework was employed…

The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in…

This study, situated within the fields of English education and writing teacher education, illustrates not only "what" is happening in writing methods courses but why in its examination of writing methods courses and instructor influences. The writing methods course is identified by English educators and writing teacher educators as…

This study examined how nine preservice teachers' understandings about teaching social studies changed during one of three secondary social studies methods courses. Considering the significant role of methods courses in social studies teacher education, methods courses provide spaces to investigate preservice teachers' understandings about…

In this article we present a model of content-area specific technology preparation. This approach was premised on the fact that even if preservice teachers know how to operate technology, they need help to understand how to flexibly incorporate new technology resources into their knowledge of a content area in ways that enhance student learning.…

Recently, the Department of Teacher Education and the Liberal Studies Program in the School of Education at California State University, Dominguez Hills (CSUDH) collaborated in developing a Blended Liberal Studies/Teacher Education Program (BLTEP) for upper division transfer students interested in completing an elementary credential. The BLTEP…

Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have that have in recent years shaped elementary science education pre-service courses and professional development, and practices that are shaping future…

Describes the development of a one-semester integrated mathematics and science methods course to introduce preservice elementary teachers to innovative mathematics and science teaching methods called for in current reform movements. Follows the evolution of the course in the areas of content and pedagogical knowledge; teachers as problem solvers;…