While several Gordon professors spent this past weekend engaging in a variety of conversations with colleagues in education, both at the Council for Christian Colleges and Universities national forum as well as the 33rd Annual Conference on the First-Year Experience, Priscilla Nelson, associate professor of education and chair of early childhood, elementary and special education, travelled to St. Louis for the national gathering of the Association of Teacher Educators. Nelson presented on her recent scholarship efforts in a workshop entitled, “Integrating STEM into Preservice Teacher Preparation: A Partnership Model.” Here is the abstract of her talk:
“Elementary preservice teachers often lack sufficient knowledge in science. The current trend is to integrate science content, technology, engineering, and math (STEM) into the primary and elementary school curriculum. When and where are teachers prepared to teach using STEM principles? In teacher preparation programs and in school districts, it is common for science instruction to receive less attention than math and reading. This may be due to the urgency of passing state tests in other areas or budgetary concerns leading to inadequate science materials being readily available. The release of the Next Generation Science Standards and mandatory science tests in some states increases the urgency for school districts to provide STEM professional development for their teachers who already feel pressured in reading and math. Teacher preparation programs must also update their programs to reflect the NGSS in both content knowledge and pedagogy while maintaining the rigor of preparation to teach other content areas as well.
“One college redesigned its science methods course through partnering with an elementary science program that is used in the local public schools where the preservice teachers will complete a practicum. College students were trained on campus using a published elementary science program that integrates STEM and language arts. Pre and post testing showed that preservice teachers’ knowledge base and confidence in teaching science increased. When preservice teachers taught new science topics in the public school classroom, new topics were equally embraced. Confidence remained steady and evidence of meeting language arts standards was visible. Supervising practitioners reported positive experiences.”