Because of the diverse character of colleges and universities throughout the United States, it is naive to believe that a one-size-fits-all model of teacher preparation aligns with specific resources and student population needs. Exploring innovative models that challenge traditional programs is now being encouraged by organizations such as the American Association of Physics Teachers and the American Physical Society. Chicago State University (CSU) is now exploring exciting changes to its physics teacher preparation program by utilizing the expertise of Chicago Area teachers and early teaching experiences for students interested in, but not yet committed to, the physics teaching profession.
REFERENCES
Although it is possible to be highly qualified to teach physics without a single course in the subject area, most university secondary education science programs do require at least a year of introductory physics.
How People Learn, Committee on Developments in the Science of Learning, edited by John D. Bransford, Ann L. Brown, and Rodney R. Cocking, with additional material from the Committee on Learning Research and Educational Practice, edited by M. Suzanne Donovan, John D. Bransford, and James W. Pellegrino, Commission on Behavioral and Social Sciences and Education, National Research Council (National Academy Press, Washington, DC, 2000).
Although the TII is new at Chicago State University, the chemistry and physics department has had a retired high school chemistry teacher on staff for over five years who is a crucial piece of our science education program.
