CRICOS No. 00213J
ETMST Program
Enhancing the Training of Mathematics and
Science Teachers Projects
Professor Les Dawes
Queensland University of Technology
Background
CRICOS No. 00213J
ETMST Program
CRICOS No. 00213J
To drive a major improvement in the
quality of mathematics and science
teachers by supporting new pre-service
programs in which Science, Maths and
Education Faculty collaborate on course
design and delivery.
Purpose:
National Projects
CRICOS No. 00213J
Opening real science: Authentic
mathematics and science education for
Australia
Macquarie
University
It’s part of my life: Engaging university and
community to enhance Science and
Mathematics education
Southern
Cross
University
Reconceptualising mathematics and
science teacher education programs
The University
of Melbourne
National Projects
CRICOS No. 00213J
Inspiring mathematics and science in
teacher education
The University
of Queensland
Step up! Transforming mathematics and
science pre-service secondary teacher
education in Queensland.
Queensland
University of
Technology
ETMST Program
CRICOS No. 00213J
This is part of a bold initiative by the Chief
Scientist to try to make a serious and
significant change to the way in which
science and mathematics are being taught.
Science and mathematics should be taught
far more like they are practiced. Doing
more of the same is not going to be good
enough.
Professor John Rice, June 2014*
“
Educational innovation today invites,
even requires, levels of preparation,
imagination, collaboration, and
support that are not always a good fit
(to say the least) with the inherited
routines of academic life.
The Scholarship or Teaching and Learning
Reconsidered: Institutional Integration and Impact.
Pat Hutchings, Mary Taylor Huber and Anthony
Ciccone, 2011
“
Transformational Change is driven by turning curiosity
into knowledge, forming a reservoir from which we draw
for application and innovation.
Ian Chubb 2013
“ CRICOS No. 00213J
Inspirational
teaching at school is
crucial for nurturing
student interest and
influences their
study and career
choices.
Chubb, 2013
“
CRICOS No. 00213J
CRICOS No. 00213J
Transform the nature and delivery of mathematics and
science pre-service secondary teacher education in
Queensland.
Provide transferable frameworks, resources, technologies
and guides.
• Innovative courses
• Transformative
partnerships
• Renewed academic
communities
• Smart recruitment
strategies
Advocate a collective view of secondary mathematics
and science (MS) teacher education requirements
across Queensland;
Renew curriculum and course structures;
Recruit quality secondary MS teachers from within MS
and Education disciplines;
Increase retention and success of pre-service
secondary MS teachers; and
Achieve sustained collaboration between MS and
Teacher Education (TEd) academics.
Proposed
objectives:
CRICOS No. 00213J
Test frameworks
Define Step Up model
Assess pilot concepts for model approaches
LEARNING COMMUNITY
Model evaluation/review Knowledge transfer
[Scalability : Transferability : Sustainability]
ACTION RESEARCH
Curriculum Recruitment Collaboration space
PROOF OF CONCEPT
COLLECTIVE FRAMEWORKS
experiment institutional
level
initiate
implement cross-institutional
level
expand
CRICOS No. 00213J
TRANSFORMATIONAL
NODES
Staff in Australian Schools Survey, 2010
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Factors in the decision of early career
teachers to become a teacher
Undergraduate Science, Maths, Eng Degree
Proposed Science/Maths Education Minor
Key Features:
3
units
+
Learning
Science
through
Teaching
Year 1
4
units
3
units
+
4
units
3
units
+
+
3
units
Year 2 Year 3 GDip
Sec
MEd
Sec
2nd
Minor
Unit
Science
Education
Minor
3rd
Minor
Unit
Capstone
or WIL
Unit
This unit (Elective) available across all years of MS degree and could be
modular. Includes in-class activities with QUT STEM High School program.
Strong emphasis on balance of scientific
content, thinking and pedagogy; and
Genuine collaborative partnership between
science and education Faculties.
CRICOS No. 00213J
Major outcomes:
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Increased secondary MSTEd students
Collaborative course design and delivery
A learning community of emerging MS
teachers
Strong maths/science knowledge and
pedagogy amongst MSTEd students and
graduates
Partnerships for sustained outcomes
Ownership and buy in to project,
foundation of collaboration & trust;
Understanding of perspectives of
current status, problem definition,
opportunities and challenges;
Capture of related projects;
Map of stakeholders (who, why, what,
when involvement is critical);
Capture of important data sources for
formative and summative evaluation;
Challenges:
CRICOS No. 00213J
Take home message
Get involved!!!
Don’t be afraid to go outside your discipline!
Questions?
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