Studying the Influence of an Innovative Credential Program on the Preparation of Secondary STEM Teachers

• In Event: Complicating Content: Moving Beyond Traditional Approaches to Teaching Children

Abstract

We compare candidates in a 4-year undergraduate STEM teacher credential program with candidates in a 1-year post-baccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would better prepare prospective teachers to develop beginning teacher competencies. Analysis of the Performance Assessment for California Teachers (PACT) Teaching Event identified few differences between the two groups. Surveys revealed significant differences in their perceptions of their preparation. These findings suggest that different program models can offer differential support to prospective teachers but how the program features are enacted influences the impact that these programs have on teacher preparation.

Authors

• Elizabeth A. van Es, University of California - Irvine

• Judith H. Sandholtz, University of California - Irvine

• Lauren M. Shea, University of California - Irvine