ERIC Number: ED341644
Record Type: RIE
Publication Date: 1990-Aug
Reference Count: N/A
Math and Science Professionals Are Becoming Teachers: The Duquesne Model.
Baron, Eleanor; Rusnak, Timothy
Teacher educators developed a consortium program between Duquesne University (Pittsburgh, Pennsylvania) and the Pittsburgh (Pennsylvania) Public Schools designed to attract individuals from math and science backgrounds into teaching in an urban setting. The model was formatted to support the certification of individuals who: (1) received a bachelors degree in mathematics, science, engineering, or a related field; (2) sustained employment in industry or research work; and (3) chose to explore a career in teaching. Key program elements include: (1) a year-long teaching program involving student teaching in the fall and a paid half-day teaching position in the spring; (2) provision for state teaching certification in an intern program; (3) continuing support to facilitate each intern's career change decisions, seminars to design career development, and information on the high school curriculum; and (4) specific programs for preparing teachers to teach in urban areas. A brief description is provided of the program. (IAH)
Descriptors: Alternative Teacher Certification, Career Change, Clinical Supervision (of Teachers), College School Cooperation, Elementary Secondary Education, Higher Education, Mathematics Teachers, Nontraditional Students, Preservice Teacher Education, Professional Development Schools, Program Descriptions, Science Teachers, Teacher Education Programs, Teacher Recruitment, Urban Schools
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Duquesne University PA; Pittsburgh School District PA
Note: Paper presented at the Summer Workshop of the Associatioon of Teacher Educators (Towson, MD, August 5-8, 1990).