Participating in Change: Mentor-Teacher’s Perceptions of the Effectiveness of a Science Teacher Residency Program

• In Event: Building Quality School-University Partnerships

Abstract

Improving STEM education is a national priority. Addressing this challenge is multifaceted but there is an increasing focus on the preparation and retention of excellent STEM teachers. The first step towards this goal is the critical examination of STEM teacher preparation. The goal of this study was to investigate the effectiveness of a Secondary Science Professional Development School (PDS) implemented at a mid-size, public funded, 4-year institution. The PDS model involved a restructuring of the undergraduate program where science content courses were taken in years 1-3 along with foundational education courses. The fourth year of the program was reserved for a full-year teacher residency program that is supported by pedagogical coursework. This study focused on mentor-teachers’ reflections on the PDS model.

Authors

• Nanette I. Marcum-Dietrich, Millersville University of Pennsylvania

• Oliver Dreon, Millersville University of Pennsylvania