A Balancing Act in the Third Space: Graduate-Level Earth Science in an Urban Teacher-Residency Program

ABSTRACT

This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth and Space research scientists that account for almost half of the program's faculty. Because these courses and research experiences are designed specifically for the teacher candidates, they are different from many science courses and research experiences available to preservice teachers in a university setting. At the same time, the museum-based program is the only UTR, to our knowledge, to incorporate such a rigorous science curriculum, and this article considers some possible advantages and disadvantages of the program's approach. Because the museum-based program's science curriculum is balanced against the educational coursework and teaching residencies that necessarily form the program's backbone, the museum's approach to strengthening the teacher candidate's science background may also inform the faculty and administration of other UTRs in cases in which one of their program goals is to further expand their teacher candidate's content knowledge and practical subject matter experience.

Key words::

• urban teacher residency
• Earth Science teacher preparation
• science course work for teachers
• research experience for teachers

Acknowledgment

The AMNH-MAT program is supported in part by the New York State Education Department and the National Science Foundation under grant numbers DRL-1119444 and DUE-1340006.