Teacher Preparation Programs, Teacher Diversity, and STEM: Considering a “Race-Centered” Political Economy Perspective

Ryan Ziols

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Chapter 8 Teacher Preparation Programs, Teacher Diversity, and STEM

Considering a “Race-Centered” Political Economy Perspective

In: Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation

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Ryan Ziols

Ryan Ziols
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Type:: Chapter

Pages:: 190–216

DOI:: https://doi.org/10.1163/9789004399990_008

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Abstract

This chapter considers some of the complexities and challenges in STEM teacher education with respect to recruitment, preparation, and retention. First, STEM teacher education is considered from a “race-centered” political economy perspective. It is argued that a “race-centered” political economy perspective on STEM teacher education may provide an important lens for examining how both “traditional” and “alternative” teacher education programs approach issues of recruitment and preparation. Next, drawing from Rancièrean political theory, STEM teacher education is considered with a different sense of the political. Dropping retention concerns from teacher preparation program planning is provided as an example of a less familiar framing of the political that may offer alternative ways for approaching perennial and endemic issues in STEM teacher education.

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Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation

E-Book ISBN:: 9789004399990

Publisher:: Brill

Print Publication Date:: 11 Apr 2019

Subjects
- Education

Front Matter

Chapter 1 Using STEM Internships to Recruit Noyce Scholars into Elementary Education

Chapter 2 Stronger Together

Chapter 3 Noyce at Vanderbilt

Chapter 4 Rise, Defy, Teach, and Lead

Chapter 5 Developing a Culturally and Linguistically Responsive Teacher Identity

Chapter 6 Supporting Noyce Scholars’ Teaching of Mathematics in Rural Elementary Schools

Chapter 7 Building Computational Thinking

Chapter 8 Teacher Preparation Programs, Teacher Diversity, and STEM

Chapter 9 World Class STEM Faculty

Chapter 10 Negotiating Structures and Agency in Learning to Teach Science for Equity and Social Justice

Chapter 11 Exemplary Mathematics Teachers for High-Need Schools

Chapter 12 Becoming Equity-Minded STEM Teachers through Mentoring and Internship Experiences

Chapter 13 Retention through Community Building

Chapter 14 Seeking to Stay

Chapter 15 The Teacher Induction Network

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Chapter 8 Teacher Preparation Programs, Teacher Diversity, and STEM

Considering a “Race-Centered” Political Economy Perspective

Abstract

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Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation

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