. "Executive Summary." Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium. Washington, DC: The National Academies Press, 2000.
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Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millenium
approaches appropriate for teaching that content.
Two- and four-year colleges and universities should reexamine and redesign introductory college-level courses in science and mathematics to better accommodate the needs of practicing and future teachers.
Universities whose primary mission includes education research should set as a priority the development and execution of peer-reviewed research studies that focus on ways to improve teacher education, the art of teaching, and learning for people of all ages. New research that focuses broadly on synthesizing data across studies and linking it to school practice in a wide variety of school settings would be especially helpful to the improvement of teacher education and professional development for both prospective and experienced teachers. The results of this research should be collated and disseminated through a national electronic database or library.
Two- and four-year colleges and universities should maintain contact with and provide guidance to teachers who complete their preparation and development programs.
Following a period of collaborative planning and preparation, two- and four-year colleges and universities in a partnership for teacher education should assume primary responsibility for providing professional development opportunities to experienced teachers of science, mathematics, and technology. Such programs would involve faculty from science, mathematics, and engineering disciplines and from schools of education.
For the K-12 Education Community
Following a period of collaborative planning and preparation, school districts in a partnership for teacher education should assume primary responsibility for providing high-quality practicum experiences and internships for prospective teachers.
School districts in a partnership for teacher education should assume primary responsibility for developing and overseeing field experiences, student teaching, and internship programs for new teachers of science, mathematics, and technology.
School districts should collaborate with two- and four-year colleges and universities to provide professional development opportunities to experienced teachers of science, mathematics, and technology. Such programs would involve faculty from science, mathematics, and engineering disciplines and from schools of education. Teachers who participate
