Interviews with pre-service teachers and their host teachers inform how host teachers can best support observing pre-service teachers, and how observing pre-service teachers can authentically and meaningfully engage in the classroom. The poster will present how both parties can work together to create a learning environment that both the pre-service teacher and host teacher mutually benefit from, and address typical pitfalls causing disengagement and miscommunication in the classroom environment. The research serves to answer the questions of "What do pre-service teachers and host teachers need from each other to produce a meaningful observation experience?" in order to progress science education preparation programs.

TAKEAWAYS:
Both practicing and pre-service teacher attendees will learn how to best support each other during teacher practicum observation hours to ensure both parties mutually benefit and learn from each other.

SPEAKERS:
Carol Compton (Chemistry Teacher: O'Fallon, MO)

In this interactive workshop, new science teachers will explore ways to implement the 3-D Science Teaching Framework and the tenets of Culturally Responsive Literacy Instruction (CRLI) to build equitable learning experiences in literacy and science for young learners.

TAKEAWAYS:
Participants will provide opportunities for young learners to apply literacy skills while learning science concepts that relate to real-world experiences.

SPEAKERS:
Cletis Allen (CLETIS Education Consulting LLC: No City, No State)

The Science Education Dept. at Harvard University conducted a nationwide study, over the course of three semesters, on the strengths and weaknesses of STEM, and on the teaching knowledge of preservice educators who will soon enter the STEM teaching workforce. By examining pre-service teachers’ experiences before and during their preparation program, we’ll share our findings about experiences that optimize teacher knowledge for effective science teaching. The study also characterizes two essential types of teacher knowledge: 1) subject matter knowledge; and 2) pedagogical content knowledge concerning the common preconceptions and misconceptions held by learners, reflecting stages in student learning progressions. This research helps identify promising features of undergraduate PST programs for future implementation.

TAKEAWAYS:
Attendees will learn what factors impact preservice teachers’ interest in teaching, the status of teacher education programs, and what are the strong and weak STEM content knowledge areas of preservice science teachers, including the prevalence of learning about students’ misconceptions.

SPEAKERS:
Philip Sadler (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)