Master Teachers

Pedagogical content knowledge and preparation of high school physics teachers

written by Eugenia Etkina

This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science
Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of
physics, knowledge of pedagogy, and knowledge of how to teach physics pedagogical content knowledge--
PCK.

http://www.phystec.org/document/ServeFile.cfm?ID=10402&DocID=1874


Effects of Teacher Professional Development on Gains in Student Achievement

published by the Council of Chief State School Officers

The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs.

http://www.ccsso.org/Documents/2009/Effects_of_Teacher_Professional_2009.pdf


TIR'S and Teacher Preparation: The What, When, Why and How!

written by David Buck-Moyer and Nancy Stauch

The need to recruit, train, and retain well-prepared science teachers has never been higher. This presentation explores how a Teacher in Residence (TIR) program can enhance and improve a teacher education program. TIR's are experienced local science teachers, brought on to a university campus to address teacher preparation. The presentation covers the roles TIRs can play in; methods courses, supervision of student teachers, liaison with the college of education and local schools, formation and guidance of a teacher advisory group, and the development of innovative courses to draw in new science teachers. Finally the presentation examines how a program like this can work at particular schools and how programs can be sustained at the university level.

http://www.phystec.org/document/ServeFile.cfm?ID=4957&DocID=236


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