Supporting Critically Reflective Practitioners in Science Teacher Education

• In Event: Roundtable Session 25
  In Roundtable Session: Critical Reflection for Change in Teacher Practice

Abstract

At this New England university (NEU) the need to recruit and educate STEM teachers is particularly critical when one considers the fact that prior to 2009 less than 20% of NEU’s secondary education graduates majored in science and math education and earned licensure in secondary education. Over the past 4 years, NEU’s Robert Noyce Scholarship Program has attempted to address this deficiency by recruiting, educating, and mentoring 16 Noyce scholars who are committed to teaching math and science in high need schools. In this proposal, we highlight some of the successes and challenges of the program since 2009 with a specific focus on critically reflective practices that we promote in our program.

Author

• Regina E. Toolin, The University of Vermont