Today’s session is about pre-service and in-service teacher training
There is very little research to direct teacher training programs, which are treated as practical programs, and even less in physics. A lot of work has been done in what’s called “pedagogical content knowledge” or “PCK” — you can see my previous posts here and here from last year’s AAPT. There is little documentation on most of the teacher preparation programs, with notable exceptions of Etkina’s and McDermott’s programs to teach physics teachers, and the modeling courses. This lack of documentation has made it difficult to extract essential features of “what makes a good teacher preparation program” since there are so many holes in the literature and research we can’t do meta-analysis.
Gay Stewart talkeda bout how her physics department got involved with local school districts, and got to know the teachers and gain their respect. But it depended strongly on the particular school district and the power structure in each district. Local teachers were able to tell her who she should talk to in order to get traction in the district.