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Secondary Education and Teaching Commons™
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Full-Text Articles in Secondary Education and Teaching
Stem Major Perceptions And Persistence To Teacher Certification, Chrissy Cross Ph.D., Keith Hubbard, Dennis A. Gravatt, Lesa Beverly
Stem Major Perceptions And Persistence To Teacher Certification, Chrissy Cross Ph.D., Keith Hubbard, Dennis A. Gravatt, Lesa Beverly
Journal of STEM Teacher Education
In this qualitative research study, researchers from a rural regional university in Texas examined the perceptions of STEM teaching and persistence to STEM teacher certification in a group of STEM majors participating in a hybrid recruitment and early intense field experience. The findings from this study indicate that the hybrid recruitment and early field experience influences the desire of the STEM majors to persist to teacher certification and influences the accuracy of their perceptions regarding STEM teaching and general perceptions of teaching as a career.
Preservice Science And Mathematics Teachers’ Acculturation Into Communities Of Practice: A Call For Undergraduate Research In Science And Mathematics Teacher Preparation, Kara Esther Baldwin, Rebekka Darner
Preservice Science And Mathematics Teachers’ Acculturation Into Communities Of Practice: A Call For Undergraduate Research In Science And Mathematics Teacher Preparation, Kara Esther Baldwin, Rebekka Darner
Journal of STEM Teacher Education
Current mathematics and science standards, namely the Common Core State Standards of Mathematics (CCSSM) and the Next Generation Science Standards (NGSS), emphasize engaging students in mathematical and scientific practices. This review article is driven by the question: How can we expect science and mathematics teachers to appropriately engage students in the practices of the scientific and mathematical disciplines, when most teachers themselves lack experience practicing as scientists and mathematicians? To address this question, we review the literature on teachers’ understanding of their discipline’s practices, disciplinary practices as means to engage in inquiry, and how preservice teacher engagement in undergraduate research …