Becoming an Urban Physics and Math Teacher: Infinite by Beth A. Wassell, Ian Stith

By Beth A. Wassell, Ian Stith

This publication explores what occurs as starting city lecturers transition via their first few years within the school room. It captures one teacher's trip during the first 3 years of educating technological know-how and arithmetic in a wide city district within the US. Combining narrative with severe research, the authors concentrate on Ian's supplier as a starting instructor and discover his luck in operating with assorted scholars.

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Additional resources for Becoming an Urban Physics and Math Teacher: Infinite Potential (Science & Technology Education Library)

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However, my parents incorporated understanding and respect for my needs and judgments. Experiences in school In high school, I was a good student. I goofed around, as much as anyone does. But I always listened to the teacher. If I didn’t respect the teacher, I didn’t put much effort into the class. I did the work, but I didn’t help them out, like answer questions. But I usually answered questions. I wouldn’t say I was super outgoing but I was not overly shy. My favorite class was science but I also enjoyed English and history.

Jack, another student in the teacher education program, was selected to coteach with Ian because of his similar background in engineering. Both were seeking certification in secondary physics and mathematics. Ian and Jack had begun their student teaching during the previous semester, which ran from September until December. Both experienced varied teaching scenarios with several cooperating teachers during the first semester. Ian cotaught physics and math with experienced teachers at City High.

Ian’s preservice teaching experience differed from that of the traditional teacher education program in several ways. First, rather than the typical student teaching experience in which one takes over the classroom of a more experienced cooperating teacher for a semester, Ian cotaught many of his classes alongside a veteran teacher or another student teaching intern from September to May. In this chapter, we discuss his experiences teaching with Jack, a fellow student teaching intern, in an engineering physics class.

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