A Model Physics Teacher Education Program At Illinois State University
Carl J. Wenning
The Illinois State University Department of Physics
has been working since 1994 to develop and implement a model bachelors-level
physics teacher education program. During this past academic year,
the final pieces of the program were put into place. Seven years ago
the ISU Physics Department had one established pedagogically-oriented
physics education course, and had just introduced a second. There were
only four majors in the physics teacher education sequence at that
time. Now, in 2001, there are six pedagogically-oriented physics education
courses, with 22 physics teacher education majors and 6 minors. Next
year?s graduating class of physics teacher education majors will total
five; two minors will also graduate after taking the full sequence
of physics teacher education courses. This compares quite favorably
with most physics teacher education programs.
The Physics Teacher Education program at Illinois
State University prepares students to teach physics and at least one
other subject at the high school level. This program provides a thorough
study of representative fields of physics, plus training in astronomy,
chemistry, and mathematics. The required program of study integrates
a minimum physical science concentration of 48 semester hours with
a professional education sequence of 22 semester hours and the University's
general education requirement of 45 semester hours. All physics
teacher education majors are required by state law to complete requirements
for a second area of endorsement. Students are advised to take courses
adequate to ensure broad-field preparation in science. To this end
they are encouraged to take an eight-semester-hour, two-course sequence
in biology. If students do not take this sequence, they most typically
satisfy the requirement by taking an organic chemistry course. Using
the broad-field preparation approach, students earn 56 semester hours
in science; using the dual endorsement route, students earn 53 semester
hours in science. A total of 115 clock hours of clinical experiences
in area high schools are associated with required professional studies
and pedagogically-oriented physics courses. Teacher education majors
must complete not less than ten full weeks of student teaching in physics.
The program of study for physics teacher education
majors at Illinois State University calls for two full academic years
of preparation. Six courses constituting twelve semester hours of course
work serve as the basis for preparation. Each of the courses may be
described briefly as follows:
PHY 209 - Introduction to Teaching High School
Physics (1 semester hour) This course provides 25 clock hours
of pre-professional observations and activities within area high
schools. It is structured as a weekly seminar in which students exchange
information and share reflections derived from their clinical observations
that are based upon professional teaching standards. Students take
this course during the autumn semester of the junior year.
PHY 302 - Computer Applications in High School
Physics (1 semester hour) This laboratory course assists prospective
physics teachers to develop a working familiarity with the large
number of computer applications and devices that might be encountered
in secondary school physics classrooms. Students complete projects
associated with generic instructional hardware and software, physics
simulations, and CBL and MBL technology. Students learn detailed
procedures for experimentation, and complete a capstone experimental
project. This course may be taken during the autumn of the junior
or senior years.
PHY 310 - Readings for Teaching High School Physics (3
semester hours) This course provides essential preparation for teaching
high school physics that centers around developing scientific literacy
in students. It provides students with philosophical and pedagogical
background in the teaching of physics. Students learn physics and about
the nature of science by participation in model inquiry-oriented lessons.
Students take this course during the spring semester of the junior
year.
PHY 311 - Teaching High School Physics (3 semester
hours) This course is designed to bridge the gap between educational
theory and practice. It provides students with a chance to apply their
knowledge of physics, adolescent psychology, and pedagogical theory
to teaching high school physics. Students continue to learn basic physics
through participation in inquiry-oriented lessons. Students also learn
about resources and special considerations relating to physics teaching.
Students take this course during the autumn of the senior year.
PHY 312 - Physics Teaching from the Historical
Perspective (3 semester hours) This course provides an overview
of the development of classical scientific thought relating to physical
phenomena with applications to pedagogy. Intense focus is placed
on historically-oriented inquiry teaching, demonstrations, laboratory
activities, and discussion leadership. Students take this course
prior to but during the same semester as student teaching that occurs
during the spring semester of the senior year.
PHY 353 - Student Teaching Seminar (1 semester
hour) This seminar course begins by providing pre-student-teaching
clinical experiences at future student teaching sites thereby ensuring
a smooth transition as students become student teachers. Biweekly meetings
during student teaching provide candidates with an opportunity to share
experiences and reflections. Activities culminate in the creation of
professional teaching portfolios. Students take this course during
the spring semester of the senior year.
All physics education courses in the program of study
tend to be student-centered, and are closely aligned with local, state,
and national teaching and science teacher preparation standards. All
assessments are performance-based. Illinois State University is fully
accredited by NCATE as a teacher education institution. The physics
teacher education program is fully accredited under NSTA guidelines
for the preparation of science teachers. INTASC standards as well as
teacher education?s conceptual framework - Realizing the Democratic
Ideal - form the basis of much of the program?s clinical experience
work.
Illinois State University's physics teaching sequence
is coordinated by one staff member who is dedicated full-time to developing
and teaching physics education courses, supervising student teachers,
and advising majors. A program overview including teaching philosophy,
student knowledge base, plans of study, course syllabi, assignments,
performance-based assessments, grading rubrics, and clinical experiences
are available online at www.phy.ilstu.edu . It
is expected that physics teacher education faculty everywhere will
find the resources available through this web site quite useful. Specific
questions about the program or its materials may be addressed to Carl
J. Wenning, program coordinator, at wenning@phy.ilstu.edu .
Carl J. Wenning is Lecturer in Physics and Coordinator of the Physics
Teacher Education Program at Illinois State University. He can be
reached at Campus Box 4560, Normal, IL 61790-4560.
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