currently known about effective teacher preparation and career-long professional development undergirds the report’s discussion, conclusions, and recommendations.

The main topics and issues contained in the report’s chapters are

  • The broader context and issues surrounding teaching and teacher education that led to the NRC’s establishment of a Committee on Science and Mathematics Teacher Preparation (this chapter);

  • The current status of education for teachers of science, mathematics, and technology, including stresses on current systems of teacher education and the teaching profession that are exacerbated by the urgent need in many localities for many new “qualified” teachers, especially in science, mathematics, and technology (Chapter 2);

  • The critical importance of well-prepared teachers for improving student learning and achievement (Chapter 3);

  • Descriptions of how teacher preparation might be redesigned in light of research, new knowledge about how teachers learn the content and art of their profession, and, based on recommendations from higher education organizations and the disciplines themselves, how expectations for the professional quality of teachers and teaching, especially for science and mathematics, are likely to change in the near future (Chapter 4);

  • Descriptions of and vignettes from exemplary and promising current practices for improving teacher education in science, mathematics, and technology, including the establishment of close local or regional partnerships between school districts and teacher educators, scientists, and mathematicians in institutions of higher education (Chapter 5);

  • The study committee’s vision for improving teacher education in these disciplines (Chapter 6);

  • Specific recommendations for implementing the committee’s vision for the improvement of education for K-12 teachers of science, mathematics, and technology (Chapter 7); and

  • Information about national standards for K-12 science and mathematics for teacher development, course and curriculum content, and teaching practices (Appendixes A-C); statewide programs that offer ongoing professional development for both novice and experienced teachers of K-12 science and mathematics (Appendix D); examples of formal partnerships between institutions of higher education and schools or school districts (Appendix E); and a glossary of terms specific to the profession.



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