Field Experience as the Centerpiece of an Integrated Model for STEM Teacher Preparation

• In Event: Diverse Approaches Toward Investigating the Impact of Field Experience on Preservice Teachers

Abstract

The goal of this study was to explore how an integrated methods course and co-op field experience supports STEM teachers in developing content, general pedagogical, and pedagogical content knowledge for teaching. We discuss the supports STEM majors need in learning how to think about the content they know well through an educational perspective that focuses on teaching and learning. We describe the approach we use that integrates content knowledge, pedagogical content knowledge, and co-op field experiences to facilitate the transition from successful STEM students to effective teachers of STEM content. We found that by using the co-op field experiences to filter and reflect on content and pedagogical content knowledge, the STEM undergraduates develop a strong foundation of knowledge for teaching.

Authors

• Leigh A. Van Den Kieboom, Marquette University

• Jill McNew - Birren, Marquette University

• Ellen W. Eckman, Marquette University

• M. Barbara Silver-Thorn, Marquette University