Preservice teachers in early childhood (pre-K–4) education teacher preparation programs typically experience content-specific pedagogy courses that operate in isolation from each other. In addition, preservice teachers are rarely given the opportunity to learn about integrative teaching in science, technology, engineering, and mathematics (STEM). In this article, the authors describe how Millersville University of Pennsylvania, a midsized regional public university in the Mid-Atlantic Region, addressed this issue in their teacher preparation program by creating an integrative STEM (iSTEM) minor that provided preservice teachers with five additional courses that explored how to implement STEM in early childhood classrooms in developmentally appropriate ways with a design-based pedagogy. This article introduces the program, including the specific coursework that preservice teachers engage in as well as other programmatic features that contribute to the success of the minor in increasing the confidence and skill levels of future teachers in successful STEM integration techniques. Photographs and artifacts are included to provide readers with a clearer picture of the types of learning activities and assignments in which students engaged. The article concludes with qualitative comments from students who participated in this program.
- Categories: Engineering, Inservice Teacher Preparation, NGSS, and Preservice Teacher Preparation
- Tags: Authentic contexts, engineering, Engineering practices, Inservice Teacher Education, Instructional Materials, Nature of engineering, and preservice teacher education
- Publication: Issue 3 and Volume 7
Including engineering as part of K–12 science instruction has many potential benefits for students, but achieving those benefits depends on having classroom teachers who are well prepared to effectively implement engineering instruction. Science teacher educators, therefore, have an essential role to play in ensuring that engineering is incorporated into science instruction in productive ways. An important component of that work is developing teachers’ understanding of the nature of engineering: what engineering is, what engineers do, and how engineering is both related to yet separate from science. Teachers must understand these concepts to implement engineering design activities that authentically reflect the field. In this article, I describe a sequence of instructional activities designed to help teachers, either preservice or inservice, develop their knowledge of the nature of engineering. At the core of the instructional sequence is a set of stories that provide teachers with descriptions of authentic engineering work. Surrounding the stories are activities that help teachers draw accurate conclusions about the nature of engineering and draw out the implications of those conclusions for instructional decision-making. I provide an overview of the instructional sequence and also share details from my own work with teachers, including transcripts of classroom conversations and the impact of instruction on teachers’ knowledge.
While research has offered recommendations for supporting inservice teachers in learning to implement the NGSS, the literature provides fewer insights into supporting preservice teachers in this endeavor. In this article, we address this gap by sharing our collective wisdom generated through designing and implementing learning experiences in our methods courses. Through personal vignettes and sharing of instructional plans with the science teacher education community, we hope to contribute to the professional knowledge base and better understand what is both critical and possible for preservice teachers to learn about the NGSS.
This paper examines a lesson development, implementation, revision, and reflection cycle used to support preservice secondary science teachers in learning to teach English learners (ELs) effectively. We begin with a discussion of our framework for teaching reform-based science to ELs – four principles of effective EL instruction and three levels of language – that shaped both our science methods course, more generally, and the lesson cycle, in particular. We then present a model lesson implemented in the methods course that highlighted these principles and levels for our preservice teachers. Next, we describe how preservice teachers used their participation in and analysis of this model lesson as a starting point to develop their own lessons, engaging in a process of development, implementation, revision, and reflection around our EL principles and language levels. We close with a description of our course innovation, viewed through the lens of the preservice teachers. We attempt to provide practical insight into how other science teacher educators can better support their preservice teachers in effectively teaching ELs.