Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards

Center for Science, Mathematics, and Engineering Education, National Research Council

• 1 ront Matter; 2 Background; 3 Synopsis of Symposium Presentations; 4 The Need for Scientifically Literate Teachers; 5 The Need for Reform in State Policy; 6 The Need for Reform in Teacher Preparation Programs; 7 Implications of the Standards for Teacher Preparation and Certification; 8 Response to Dr. Forgione; 9 The Standards: A Guide for Systemic Reform; 10 The Standards: A Guide for Professional Development; 11 The Montana Systemic Teacher Education Preparation of Teachers; 12 The Louisiana Collaborative for Excellence in the Preparation of Teachers; 13 The Connecticut Science Education Assessment Program; 14 Reflections on Pre-science Education and Teacher's Needs; 15 Response to the Teacher's Comments; 16 A Science Educator's Perspective on Teacher Education; 17 The Role of Undergraduate Science Courses in Teacher Preparation; 18 A Principal's Perspective on the K-12 School's Role in Preparing Teachers; 19 A Perspective on the State's Role: Motivation and Policy; 20 Concern, Collaboration, Coordination, and Communication; 21 Response to Dr. Butler Kahle from the State Perspective; 22 Closing Remarks and Challenge for Next Steps; 23 Looking to the Future; 24 Appendices; 25 A Agenda; 26 B Action Plans Prepared by State Term Members; 27 C Symposium Participants