Physics teacher production: Patterns of institutional engagement and faculty theories Documents

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Physics teacher production: Patterns of institutional engagement and faculty theories 

written by Rachel E. Scherr, Monica Plisch, and Renee Michelle Goertzen

The Physics Teacher Education Coalition (PhysTEC) seeks to better understand physics teacher education efforts taking place at member institutions, in order to better engage and support those institutions in educating greater numbers of well-prepared physics teachers. PhysTEC also seeks to understand faculty leaders' theories about barriers to increasing the number of physics teachers at their institution, in order to foster faculty leadership and support their efforts at institutional transformation. Institutions studied exhibit four broad patterns of institutional engagement with physics teacher education ("inactive," "track," "active," and "priority"). Faculty leaders' theories about the scarcity of future physics teachers refer to both structural and cultural barriers to educating more physics teachers.

Last Modified December 16, 2015

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