In response to substantial evidence that many U.S. students are inadequately prepared in science and mathematics, we have developed an effective and adaptable model that improves the education of all students in introductory physics and increases the numbers of talented physics majors becoming certified to teach physics. We report on the Colorado Learning Assistant model and discuss its effectiveness at a large research university. Since its inception in 2003, we have increased the pool of well-qualified K–12 physics teachers by a factor of approximately three, engaged scientists significantly in the recruiting and preparation of future teachers, and improved the introductory physics sequence so that students’ learning gains are typically double the traditional average.
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November 2010
PHYSICS EDUCATION RESEARCH|
November 01 2010
A physics department’s role in preparing physics teachers: The Colorado learning assistant model
Valerie Otero;
Valerie Otero
School of Education,
University of Colorado
, Boulder, Colorado 80309
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Steven Pollock;
Steven Pollock
Department of Physics,
University of Colorado
, Boulder, Colorado 80309
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Noah Finkelstein
Noah Finkelstein
Department of Physics,
University of Colorado
, Boulder, Colorado 80309
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Am. J. Phys. 78, 1218–1224 (2010)
Article history
Received:
November 11 2009
Accepted:
July 07 2010
Citation
Valerie Otero, Steven Pollock, Noah Finkelstein; A physics department’s role in preparing physics teachers: The Colorado learning assistant model. Am. J. Phys. 1 November 2010; 78 (11): 1218–1224. https://doi.org/10.1119/1.3471291
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