FORUM ON EDUCATION
Spring
2002
The Fall
2001 edition of the Forum on Education Newsletter included an article by Fredrick Stein, APS
Director of Education and Outreach, announcing a major NSF award to APS for the Physics
Teacher Education Coalition, PhysTEC. The
American Institute of Physics (AIP) and the American Association of Physics Teachers
(AAPT) are partners in the project. AAPT is
pleased to be a participant with APS and AIP in PhysTEC because of the close connection
between teacher preparation and the associations mission of Enhancing the
understanding and appreciation of physics through teaching.
Two AAPT
programs have addressed improvements in teaching. AAPTs
major impact on the teaching of pre-college science has been its very successful Physics Teaching Resource Agents (PTRA) program. The PTRA are more than 400 high school teachers
trained to present in-service professional development workshops to teachers across the
United States. A second program is the Powerful Ideas in Physical Science
curriculum materials that have been developed as models for introductory physics courses
for pre-service elementary teachers. Both
programs were supported by NSF grants.
Through
participation in PhysTEC, AAPT will be able to have greater impact on the preparation of
pre-service science teachers and the mentoring of new teachers. The PhysTEC program is
dedicated to improving the science preparation of K-12 teachers and should become a
long-term activity within the professional associations.
In the case of the coalition, its natural home would be within AAPT.
The
initial members of the coalition are six Primary Program Institutions: University of
Arizona, University of Arkansas, Ball State University, Oregon State University, Western
Michigan University, and Xavier University of New Orleans. The PhysTEC Primary Program
Institution Components accepted by the six members are:
·
A long-term, active
collaboration among the physics department, the department of education, and the local
school community.
·
A
Teacher-in-Residence (TIR) program that provides for a local K-12 master teacher to become
a full-time participant in assisting faculty in course revisions and team-teaching, and to
act as a reality check for both pre-service teachers and university faculty.
·
The redesign of
content and pedagogy for targeted physics courses based on results from physics education
research and utilizing appropriate interactive technologies.
·
The redesign of
content and pedagogy for elementary and secondary science methods courses with an emphasis
on inquiry-based, hands-on approaches to teaching and learning.
·
The participation
of physics faculty in the improvement and expansion of school experiences for their
students.
·
The establishment
of a mentoring program conducted by TIRs and other master teachers to provide a valuable
induction experience for novice science teachers.
It
is clear that it will take many more than six institutions to improve the way K-12 science
teachers are prepared and mentored. Additional
coalition members are sought from college or university departments of physics that are
also committed to improving the science preparation of future teachers and can provide
programmatic resources in support of a smaller set of Coalition Teacher Preparation
Principles. These teacher preparation principles include:
·
Commit to become
actively involved with teacher preparation reform, particularly in the science preparation
of future teachers.
·
Demonstrate
a readiness to work in collaboration with faculty from the School of Education
·
Exhibit
a degree of enthusiasm to model good teaching practices, particularly instruction based on
guided inquiry, student-centered, and in which students are actively engaged.
·
Have
the capacity to document the departments work and serve as a model for others within
the higher education community
·
Exhibit
a willingness to shift some of the departments resources toward a PhysTEC program and
·
Have
the capability for program institutionalization over time.
Those
physics departments wishing to become members of the Coalition should prepare a request
for membership that includes evidence of a commitment to the Coalition Teacher Preparation
Principles listed above, a listing of the faculty members that will be active in the
departments program, and evidence that the program is approved by the faculty of the
department and the department chair.
Membership
in the Coalition has the following advantages:
·
Have
access to PhysTEC information, programs, and workshops
·
Receive
national recognition for participation in the Coalition
·
Enhance
the institutional eligibility for external funding for teacher preparation
·
Enhance
the departmental eligibility for internal resources
·
Have
access to resource persons to help build programs
For
more information on the Coalition, contact Fredrick Stein at stein@aps.org or visit the Coalition website http://www.phystec.org
John
Layman is Professor Emeritus from the University of Maryland and is a former AAPT
President. He is a co-principal investigator
for the PhysTEC project. Warren Hein is the
AAPT Associate Executive Officer and is the AAPT staff liaison for PhysTEC.