A/Prof Les Dawes - Queensland University of Technology - Enhancing the Training of Mathematics and Science Teachers Projects

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A/Prof Les Dawes delivered the presentation at the 2014 STEM Conference. The STEM Education Conference in 2014 looked not only at some of the key advantages and critical gaps in STEM education but also explore the policy and strategy settings that can enable participation and quality learning of STEM. For more information about the event, please visit: http://bit.ly/STEMConf2014

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  • 1.CRICOS No. 00213J ETMST Program Enhancing the Training of Mathematics and Science Teachers Projects Professor Les Dawes Queensland University of Technology

2. How STEM can make a difference A litre of light 3. Background CRICOS No. 00213J 4. 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: 5. National Projects CRICOS No. 00213J Opening real science: Authentic mathematics and science education for Australia Macquarie University Its 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 6. 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 7. 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* 8. 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 9. Inspirational teaching at school is crucial for nurturing student interest and influences their study and career choices. Chubb, 2013 CRICOS No. 00213J 10. 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 11. 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 12. 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 13. Staff in Australian Schools Survey, 2010 CRICOS No. 00213J Factors in the decision of early career teachers to become a teacher 14. 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 15. Major outcomes: CRICOS No. 00213J 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 16. 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 17. Take home message Get involved!!! Dont be afraid to go outside your discipline! 18. Questions?