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Systematic Support for STEM Pre-Service Teachers: An Authentic and Sustainable Four-Pillar Professional Development Model

Systematic Support for STEM Pre-Service Teachers: An Authentic and Sustainable Four-Pillar Professional Development Model
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Author(s): Reenay R.H. Rogers (University of West Alabama, USA), Jodie Winship (University of West Alabama, USA) and Yan Sun (University of West Alabama, USA)
Copyright: 2017
Pages: 18
Source title: Medical Education and Ethics: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0978-3.ch029

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Abstract

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

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