The Development of Adaptive Expertise Practices: Results of a STEM Teacher Preparation Program Case Study

• In Event: Roundtable Session 43
  In Roundtable Session: Urban Learning, Teaching, and Research SIG Roundtable 2

Abstract

With the President’s commission for new science, technology, engineering and mathematics (STEM) teachers, pre-service preparation programs are challenged with training 100,000 new STEM teachers by 2020 (White House Office, 2013). In addition, universities are finding it necessary to better equip their graduates with skills to succeed in novel school settings as the cultural divide between teachers and students increases. This paper explores one university’s attempt to support the development of adaptive expertise practices by placing its pre-service teachers in high need schools. Preliminary results suggest that pre-service teachers are aware of differences between themselves and their students. Further, they recognize limitations in their experiences and how their student teaching placements have helped them develop new adaptive dispositions and instructional practices.

Authors

• Molly Henschel, Virginia Commonwealth University

• Jacqueline Theresa McDonnough, Virginia Commonwealth University

• Christine Patricia Trinter, Virginia Commonwealth University