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Enhancing Physics Teacher Education: Innovative Trends and Practices

Explore new trends in training physics teachers and innovative classroom practices. Discover key strategies in recruitment, preparation, and retention of educators, aligned with national standards and best practices.

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Enhancing Physics Teacher Education: Innovative Trends and Practices

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  1. Hablando de la Formación de Profesores de CienciasNew Trends in the Formation of Physics Teachers CARLJ.WENNING, DIRECTOR PHYSICS TEACHER EDUCATION ILLINOIS STATE UNIVERSITY

  2. Teacher Preparation • Recruitment • Preparation • Retention • Other trends in the preparation of science teachers UMCE - Santiago

  3. Recruitment of Candidates • Pipeline Project (Illinois Section AAPT) • Guidelines for teachers • Brochure for students • Recruitment Workshop (Arizona State U) • Learning Assistants (U of Colorado) • Free Introductory Courses (U of Texas) UMCE - Santiago

  4. National Standards • National Research Council: • National Science Education Standards • Inquiry and the NSES • How Students Learn • Project 2061: • Science for All Americans • Benchmarks for Science Literacy • National Science Teachers Association: • 2004 Teacher Preparation Standards UMCE - Santiago

  5. Knowledge Base • Content knowledge of physics • Subject matter • Process skills • Pedagogical knowledge • How students learn • How to match teaching and learning • Pedagogical content knowledge UMCE - Santiago

  6. Authentic Best Practices • Addressing preconceptions • Subject matter preconceptions • Epistemological preconceptions • Teaching for understanding • Employing the “Inquiry Spectrum” • Applying learning to real-world phenomena • Promoting metacognition/self-regulation • Establishing a proper class atmosphere UMCE - Santiago

  7. Student-centered Classroom Atmosphere • A classroom will be student centered to the extent that the teacher builds on knowledge students bring to the learning situations. UMCE - Santiago

  8. Knowledge-centered Classroom Atmosphere • The classroom will be knowledge centered to the extent that the teacher helps students develop an organized understanding of important concepts in the physics teaching discipline. UMCE - Santiago

  9. Assessment-centered Classroom Atmosphere • The classroom will be assessment centered to the extent that the teacher makes students' thinking visible so that ideas can be presented and verified. UMCE - Santiago

  10. Community-centered Classroom Atmosphere • The classroom will be community centered to the extent that the teacher establishes classroom norms that learning with understanding is valued and that all students feel free to explore what they do not understand. UMCE - Santiago

  11. UMCE - Santiago

  12. Required PTE courses • PHY 209 - Introduction to Teaching • PHY 302 - Computer Applications • PHY 310 - Readings for HS Teaching • PHY 311 - Teaching HS Physics • PHY 312 - Teaching by Inquiry • PHY 353 - Student Teaching Seminar • STT 399 - Student Teaching in Physics UMCE - Santiago

  13. Special PTE Projects • Inquiry-oriented Labs (110, 111, 112) • Service Learning Project (209) • Discussion Leadership (310) • Lesson Study, Role Playing, Capstone (311) • Student Performance Tasks (312) • Social Context Project (353) • STT Effectiveness Reporting Sys (399) UMCE - Santiago

  14. Other Trends 1 • Learning theories and learning styles • Learning cycles • Inquiry teaching • Active learning • Chunking behaviors • Authentic problem solving UMCE - Santiago

  15. Other Trends 2 • Conceptual understanding and intuition • Alternative assessments • Novice versus expert understanding • Deep versus surface learning • Mental models • Critical thinking tasks UMCE - Santiago

  16. Other Trends 3 • Curriculum projects and management • Diagnostic and study skills • Cooperative learning • Inclusion • New strategies (PBL, peer instruction, structured problem solving, case study method, inquiry demonstrations & labs) UMCE - Santiago

  17. Classroom Technology • Whiteboards • Peer instruction • Socratic dialogues • Classroom response systems “clickers” • Interactive computer simulations • CBL- and MBL-based inquiry labs UMCE - Santiago

  18. Teachers in Residence • Teaching/co-teaching courses • A “reality check” for universities • Liaison with schools & teachers • Recruiting teaching candidates • Mentoring candidates & new teachers • Supervision of student teachers • Managing learning assistant program UMCE - Santiago

  19. Current National Initiatives • PTEC and PhysTEC – two coalitions dedicated to improving physics teacher preparation • comPADRE – a website with resources for teacher educators • UTeach – an NSF-funded initiative involving fewer than 10 universities UMCE - Santiago

  20. Current ISU Initiatives • Levels of Inquiry • Learning Sequences • National Institutes for Physics Teacher Educators (NIPTE) UMCE - Santiago

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