Exploring the Intersection of Science Education and 21st Century Skills A Workshop Summary (2010) / Chapter Skim
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6 Science Teacher Readiness for Developing 21st Century Skills
6 Science Teacher Readiness for Developing 21st Century Skills
Pages 61-69
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From page 61... ...
HOW TEACHER EDuCATION WILL HAvE TO EvOLvE Mark Windschitl (University of Washington) presented a paper on science teacher readiness for cultivating 21st century skills (Windschitl, 2009)
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These theories can be resistant to change and may filter out learning of new approaches to science instruction, unless teacher educators surface the theories and work actively to counter them. Model Teacher Preparation, Induction, and Professional Development Programs Teacher preparation programs capable of addressing these learning challenges have several characteristics, Windschitl said.
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From page 63... ...
Windschitl said that induction programs can counter this cycle, providing an excellent opportunity to maintain a focus on 21st century skills in collaborative professional settings. One of the most promising practices for both induction and professional development involves bringing teachers together to analyze samples of student work, such as drawings, explanations, essays, or videotaped classroom dialogues.
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From page 64... ...
This observation led the team to recognize that well-structured tools, especially those acting in a coherent system of support for ambitious teaching, could be very valuable. Based on this new understanding, the team TABLE 6-1 Supports for the Teaching of 21st Century Skills Element of Professional Teacher Learning Teacher Preparation Induction Development Characteristics Deep, connected content Not optional Focuses on big knowledge pedagogical ideas Reframing of tacit, deeply Subject-matter Includes time to plan engrained theories specific for implementation Extended student teaching Focus on Collective with master teacher, improving practice development of an coherent with reform- by examining inquiry stance to oriented curriculum and evidence of student practice 21st century skills learning Builds on best Coherence with practices from teachers' knowledge, teacher preparation school curricula SOURCE: Windschitl (2009)
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From page 65... ...
. He observed that the skills are not clearly defined, yet they call for "a fundamentally different vision of what counts as good teaching and what counts as learning." Developing expertise in teaching 21st century skills, he said, will require many years of coherent teaching, reflection, and professional development experiences that build on one another.
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From page 66... ...
thanked Windschitl for his paper, saying its messages were veryewelcome after her many years vector editabl of science teaching. Reflecting on the paper's summary of research knowledge about effective teacher professional development, preservice education, and ongoing support for teachers, she asked why this knowledge was not reaching teachers.
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From page 67... ...
She suggested that teachers could take the science content lessons from their science programs and use it in preservice education seminars and discussions with experts in child and adolescent development and learning, in order to translate the content "into something that works for kids." Fourth, Carvellas said that science teachers, especially those who teach outside their field of undergraduate study, require ongoing support and professional development around the big ideas and concepts of science. In rural high schools, she said, a single teacher may be responsible for teaching chemistry, earth science, physics, and biology, requiring strong content knowledge of all four subjects.
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From page 68... ...
Another recommended changing undergraduate introductory science classes to include 21st century skills, as a model for future science teachers. Windschitl responded that changing undergraduate science courses would require a major reorganization of the curriculum, along with retraining of faculty members and other instructors.
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Eric Anderman agreed with Windschitl about the value of extended student teaching experiences, lasting at least 30 weeks, but called for improved monitoring of the teacher mentors who supervise the student teachers. He recommended that mentors be selected carefully and provided with monetary compensation, rather than continuing education credits.
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