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A physics department’s role in preparing physics teachers: The Colorado learning assistant model
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10.1119/1.3471291
    Valerie Otero1, Steven Pollock2 and Noah Finkelstein2
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    1 School of Education, University of Colorado, Boulder, Colorado 80309
    2 Department of Physics, University of Colorado, Boulder, Colorado 80309
    Am. J. Phys. 78, 1218 (Mon Nov 01 00:00:00 UTC 2010); dx.doi.org/10.1119/1.3471291
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Abstract

In response to substantial evidence that many U.S. students are inadequately prepared in science and mathematics, we have developed an effective and adaptable model that improves the education of all students in introductory physics and increases the numbers of talented physics majors becoming certified to teach physics. We report on the Colorado Learning Assistant model and discuss its effectiveness at a large research university. Since its inception in 2003, we have increased the pool of well-qualified K–12 physics teachers by a factor of approximately three, engaged scientists significantly in the recruiting and preparation of future teachers, and improved the introductory physics sequence so that students’ learning gains are typically double the traditional average.

© 2010 American Association of Physics Teachers
DOI: dx.doi.org/10.1119/1.3471291
Received Wed Nov 11 00:00:00 UTC 2009 Accepted Wed Jul 07 00:00:00 UTC 2010 Published online Mon Oct 11 17:48:15 UTC 2010
Acknowledgments:

The authors gratefully acknowledge the support of National Science Foundation (Award Nos. DUE-0302134, DUE 424144, DUE-833258, and DRL-0554616), and the support of American Institute of Physics, the American Association of Physics Teachers, the PhysTEC program of the American Physical Society, and the Association of Public and Land Grant Universities’ Science and Mathematics Teacher Imperative.
Article outline:
I. INTRODUCTION: THE U.S. EDUCATIONAL CONTEXT II. THE COLORADO LEARNING ASSISTANT MODEL III. RESULTS OF THE LA PROGRAM A. Impact of the LA program on teacher recruitment B. Impact of the LA program on physics content knowledge C. Impact of the LA program on faculty IV. SCALING THE LA PROGRAM V. SUSTAINING SUCCESSFUL LA PROGRAMS

Key Topics

Physics education
56.0
Learning
30.0
Physics teachers
23.0
Physics education research
21.0
Learning theory and science teaching
16.0
0
56.0

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A physics department’s role in preparing physics teachers: The Colorado learning assistant model
Am. J. Phys. 78, 1218 (Mon Nov 01 00:00:00 UTC 2010); dx.doi.org/10.1119/1.3471291
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Mon Oct 11 17:48:15 UTC 2010
Wed May 13 22:52:04 UTC 2015
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