AAPT_WM14program_final - page 69

January 4–7, 2014
Monday afternoon
Session DF: International Models
of Physics Teacher Preparation
Location: Salon 8
Sponsor: Committee on International Physics Education
Co-Sponsor: Committee on Teacher Preparation
Date: Monday, January 6
Time: 3:30–5:30 p.m.
Presider: Dan MacIsaac
3:30-4 p.m. The Undergraduate-graduate
Integrated Cultivation Mechanism of Government-
supported Teacher-Students Majored in Physics:
Taking ECNU as an Example
Invited – Sudong Pan, Physics Department, East China Normal Univer-
sity, Shanghai, P.R. China Shanghai;
In order to attract more high-quality students to apply for normal
universities, six national normal universities have enrolled tuition-
free normal school students since 2007, and the students were mainly
from Central and Western China. After getting their bachelor degree,
teacher-students came back to their hometown as high school physics
teachers, then after a year, they returned to the original university to
peruse the education master degree part-time. In ECNU, teacher-
students majoring in physics were cultivated based on the concept
of integration between pre-service and in-service, their curriculum
plan, cultivation methods and research skills training linked closely
between undergraduate and graduate, expecting this could effectively
cultivate a group of outstanding middle school physics teachers.
This lecture will cover the following topics: 1. A brief introduction
of Chinese tuition-free teacher-students; 2. The stage of undergradu-
ate; 3. The stage of graduate; 4. The characteristics of this cultivation
DF02A: 4-4:30 p.m. Standards and Practice of Teacher
Preparation in Germany and USA
Invited – André Bresges, Institute of physics and physics education,
University of Cologne, 50931 Germany;
Nina Glutsch, Institute of physics and physics education
A central advantage of education in Math, Science and Technology is
that the core science and its essential rules and models stay the same
when educators and students travel from one country to another.
This predestines STEM Education for both exchange programmes
for teacher training students, and cross-cultural studies in language
and the social sciences. Currently, we want to design a U.S.-German
exchange programme for STEM teacher preparation courses that
implements a network of universities and their cooperating schools.
Goals are to make STEM education a more attractive field of work,
balance the supply and demand of qualified STEM teachers, and
foster international research in the PER community. Students and
teachers should be encouraged to study or work in the field of STEM
education in both countries, thus opening paths to international
careers in STEM teaching. The Keynote therefore compares National
Science Education Standards of both countries.
DF02B: 4-4:30 p.m. Models and Perspectives of
International Student Exchanges in Teacher
Invited – Nina Glutsch, Center for Teacher Education/ University of Co-
logne, Immermannstraße 49, Cologne, 50931 Germany; nina.glutsch@
André Bresges, Myrle Dziak-Mahler, Christiane M. Bongartz, University
of Cologne
In Europe, e.g. Germany, teacher education has changed in the past
years. By adapting the international Bachelor/Master degrees, the
approach to a more practice-orientated teacher education has been
focused on. Also, a more internationalized teacher education is
emphasized. As it is necessary for students—our future teachers—to
deal creatively with diversity in schools and work with bi- or multi-
lingual children, gaining the experience of living in another country
and working in a foreign school system is highly supported by the
University of Cologne. Successful concepts of other countries are seen
to be a motivating factor for students in order to implement new and
innovative ideas back home. However, teachers in general are still
more “local activists” than “global players” (Jaritz 2011). Therefore,
the University of Cologne is about to develop different exchange
programs with schools all over the world, e.g. the U.S., South Africa,
Uganda, Europe, and Finland.
4:30-5 p.m. Integrating Studies in Physics,
Education and Teacher Preparation in Germany
Invited – Stefan Hoffmann, Institute of Physics and Physics Education,
University of Cologne, 50931 Germany;
At the University of Cologne, seminar structures in the educational
sciences embed students’ practical experiences during internships
in schools and support the reflection of the students’ views of their
own role as teachers, what qualities they think a “good teacher” must
possess, and what they believe to be a successful education. More and
more, teacher education focuses not only on performance but also on
appreciation of individual accomplishments according to one’s indi-
vidual abilities and efforts. This talk focuses on examples of integrated
science and education studies for teacher preparation at the University
of Cologne, home of the largest teacher education institution in
Germany (>10.000 educational science students). Highlights are the
use of e-portfolio techniques, simulated physics lessons, learning-
by-teaching, digital media usage and small “design-based research”
projects for school internships. That way, students are able to combine
their theoretical knowledge with practical experience.
5-5:30 p.m. Comparing Finland to Germany:
Lessons Learned in Teacher Preparation
Invited – Meike Kricke, Center for Teacher Education, University of
Cologne, 50931 Germany;
Since the “PISA Shock” after 2001, educational research in Europe has
recognized new emphasis on the success of the Finnish educational
system: Finland is “seen as a major international leader in education”
(OECD 2010, 118). The approach of integrating core sciences and
education curricula in the one-phase teacher preparation studies,
was identified as a key factor of success, as well as the intense use of
dialogical reflection tools, like portfolio techniques in school and in
teacher preparation. The focus is directed toward pupils at schools
and students at universities. As is highlighted in this talk, adapting the
key factors from the Finnish into the central European educational
systems is not an easy task. One example of the University of Cologne
is presented. It shows how Finnish key factors and educational ideas
can be integrated into teacher education: “International teacher
education laboratory—Developing inclusive values and ideas through
Session DG: Responsive Teaching
in Science
Location: Salon 9
Sponsor: Committee on Research in Physics Education
Date: Monday, January 6
Time: 3:30–5:30 p.m.
Presider: Amy Robertson
3:30-4 p.m. Responsive Teaching: A
Practitioner’s View
Invited – Sharon G. Fargason,* Fay Elementary School, San Diego, CA
Responsive teaching offers students the opportunity to learn science
in the spirit of the discipline itself. Students work together to explain,
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