Warren Hein and John Layman

In 1999 AAPT, along with a number of other AIP societies, endorsed the following statement on the education of pre-service teachers:

[We] urge the physics community, specifically physical science and engineering departments and their faculty members, to take an active role in improving the pre-service training of K–12 physics/science teachers. Improving teacher training involves building cooperative working relationships between physicists in universities and colleges and the individuals and groups involved in teaching physics to K–12 students. Strengthening the science education of future teachers addresses the pressing national need for improving K–12 physics education and recognizes that these teachers play a critical education role as the first and oftentimes last physics teacher for most students. While this responsibility can be manifested in many ways, research indicates that effective pre-service teacher education involves hands-on, laboratory-based learning. Good science and mathematics education will help create a scientifically literate public, capable of making informed decisions on public policy involving scientific matters. A strong K–12 physics education is also the first step in producing the next generation of researchers, innovators, and technical workers.

AAPT joined with APS and AIP to submit proposals to the National Science Foundation (NSF) and the Fund for the Improvement of Post-Secondary Education (FIPSE) to address this issue of K–12 science teacher preparation. The Physics Teacher Education Coalition (PhysTEC) project was funded and began operation in the fall of 2001 with the selection of six physics departments who were interested and committed to changing the way pre-service physics / physical science teachers were educated at their institution (a list of institutions and the six project components can be found at www.phystec.org. Three additional physics departments have joined the project with funds from the APS 21st Century Campaign. All physics departments participating in the project are also committed to collaborating with their colleagues in education so pre-service teachers can benefit from a closer working relationship between the content and pedagogy components of teacher education.

A major component of the project that has been implemented successfully in all participating departments is the Teacher-in-Residence (TIR). The TIR is a master K–12 teacher who spends one year in the physics department working with both physics and college of education faculty to help bridge the gap between practice and theory. The role of the TIR varies from department to department depending on the institution. Several of the TIRs have helped physics faculty introduce more active engagement teaching methods into the courses taken by pre-service teachers, have helped with the revisions of the introductory physics laboratory to make it more guided inquiry, and have assisted college of education faculty with the science methods courses. TIRs have become actively involved in recruiting pre-service teachers into the teacher preparation programs. In addition, many of the TIRs have helped organize Teacher Advisory Groups who serve as an information resource for the physics departments, as well as provide a way for the physics department and institution to connect with the K–12 community.

TIRs play an important role in mentoring. They encounter the pre-service students in their last remaining courses as undergraduates and again upon returning to mentor those same students as they begin their initial years of teaching. Several TIRs were instrumental in developing the mentoring workshop that has become a regular offering for project participants in the professional development activities offered prior to their attendance at the AAPT Summer Meeting. To enhance the new teacher’s induction into their professional community, PhysTEC project funds are available to support the attendance of mentors and their “mentees” at the AAPT Summer Meeting, at NSTA Regional and National Meetings, and at AAPT section meetings.

A second project component that has been implemented successfully is the reform of physics and education courses taken by pre-service or potential pre-service teachers. Participating departments have introduced active engagement strategies into the lecture component of their introductory courses and/or revised the laboratories to make them more guided inquiry and less “cookbook.” Project participants share the common recognition that teachers “teach as they were taught” so, if we expect science teachers to employ active engagement and guided inquiry strategies, they need to experience these same approaches in their own undergraduate content and methods courses, and in their field experiences. Physics education research has shown that when courses are taught using active engagement and guided inquiry strategies learning improves for all students, and this approach does not need to be reserved for those considering teaching as a career. Several departments participating in the project have developed new physics/physical science courses for pre-service elementary teachers that utilize curricular materials that have come out of physics education research, such as Physics for Elementary Teachers (PET), Physics by Inquiry, and Powerful Ideas in Physical Science (PIPS). These courses are essential for all pre-service elementary teachers since physical science topics are prominent in all the national science and education standards.

The overarching objective of the PhysTEC project is the preparation of more and better-prepared physics/physical science teachers. To fully achieve this objective requires the participation of many more institutions than the limited number who have received funds to participate in the PhysTEC project. Physics departments and colleges/departments of education interested in the PhysTEC project objective of more and better-prepared science teachers are invited to join the Physics Teacher Education Coalition (PTEC). The exemplary practices of the PhysTEC project institutions combined with existing practices at a broad spectrum of institutions involved in the education of pre-service physics/physical science teachers represents an appropriate response to the multiple society call for improved teacher preparation. Physics departments interested in joining PTEC should visit the Coalition website.