Document Type

Article

Publication Date

2016

Publication Title

Journal of the Effective Schools Project

Volume

23

Abstract

A national effort is underway to transform teacher education program practices and produce effective and highly qualified teachers for 21st century classrooms. This effort prescribes providing preservice teachers (PSTs) with authentic field-based experiences that connects what is taught in teacher preparation programs with what they do in the K-12 classroom. Bridging the gap between theory and practice requires that teacher education programs collaborate with schools districts, redesigning teacher training to better serve prospective teachers and their students (NCATE, 2010). This paper describes a mixed-methods study examining the impact of a STEM site-based professional development program (TEX) on the math and science content knowledge, self-efficacy, and interest in STEM of 4-8 students as well as the self-efficacy and STEM interest in preservice and inservice teachers. The researchers found the TEX program’s collaborative model of team planning, teaching, and evaluating have led to increased student achievement and better prepared beginning teachers

First Page

37

Last Page

44

ISSN

1097-8127

Comments

Jeffery, T., McCollough, C., & Moore, K. (2016). Impact of collaborative teaching on K-12 mathematics and science learning. Journal of the Effective Schools Project, 23, pp.37-44.

https://journals.sfu.ca/jesp/index.php/jesp/article/view/30

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