AAPT Abstract Archive

Abstract Information

  Session: Research on Physics Teacher Preparation
  Paper Type: Contributed
  Title: Development of the Physics Teacher Education Program Assessment (P-TEPA)*
  Meeting: 2017 Summer Meeting: Cincinnati, Ohio
  Location: N/A
  Time: 10:00AM
  Author: Stephanie Chasteen,, Chasteen Educational Consulting,
3037753277 , stephanie.chasteen@colorado.edu
  Co-Author(s): Rachel Scherr, Monica Plisch
  Abstract: There is a severe shortage of qualified secondary physics teachers in the United States: 63% of all high school physics teachers lack either a degree in physics or teacher certification. A fundamental cause is that few physics departments are engaged in the preparation of physics teachers, due to lack of professional rewards, negative attitudes about teaching among faculty, difficulty working with the college of education, and other factors. Despite such barriers, each year a select few physics departments manage to graduate five or more qualified physics teachers annually from their teacher preparation programs. What can we learn from such “thriving programs” to help other programs emulate such results? In this talk we will present our initial results from development and validation of the Physics Teacher Education Program Assessment (P-TEPA). The P-TEPA is a detailed rubric – based on prior work in the field – which systematically characterizes elements that typify such “thriving programs”. The P-TEPA is intended to be used by researchers and program leaders to understand and improve physics teacher preparation programs.
  Footnotes: *Development of the P-TEPA is supported by the NSF under DUE # 0808790, and is directed by the external evaluation team (Chasteen Educational Consulting) of the Physics Teacher Education Coalition (PhysTEC).
  Presentation: PTEPA Talk AAPT 2017-v2.pdf

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