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ERIC Number: ED451174
Record Type: RIE
Publication Date: 2001-Mar-4
Pages: 13
Abstractor: N/A
Students' Perceptions of Cross-Disciplinary Team Teaching On Site at a PDS.
Tchoshanov, Mourat; Blake, Sally; Della-Piana, Connie; Duval, Art; Sanchez, Steve
This paper describes the Partnership for Excellence in Teacher Education (PETE), which promotes reform in mathematics and science teaching and learning in regard to preparing mathematics and science teachers. One of PETE's goals is to redesign teacher education curricula for selected courses. The PETE collaborative formed a Professional Development School (PDS) learning community among colleges, schools, and students. Teams of mathematics, physics, and education faculty integrate activities and curriculum into PDSs. University classes are taught in public schools, with preservice educators teaching content and practicing pedagogy in the classroom. College faculty observe student teachers' performance and provide feedback. Student teachers keep reflective analysis logs. The integrated team-taught field model assumes that the program will increase students' mathematics and science content knowledge, pedagogical skills, and level of teaching performance and will change their negative perceptions toward mathematics and science learning and teaching. Overall, preservice teachers felt the pilot programs provided a good setting for learning to teach mathematics and science. They preferred meeting in schools and felt the relationship with university professors provided more mentoring than did traditional university teaching. Preservice science teachers had more positive attitudes about their ability to teach than did preservice mathematics teachers. (Contains 36 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (53rd, Dallas, TX, March 1-4, 2001). Project funded by the National Science Foundation Partnership for Excellence in Teach Education Project (Pete) (NSF/DUE-9343612).