Document Type




Format of Original

17 p.

Publication Date

Spring 2013


Rowman & Littlefield

Source Publication

Teacher Education & Practice

Source ISSN



The purpose of this study was to provide a descriptive account of one pathway for preparing high-quality STEM (science, technology, engineering, and mathematics) teachers for work in high-need urban schools. In this account, we discuss the supports that STEM majors need in learning how to think about the content that they know well, through an educational perspective that focuses on teaching and learning. We also describe the approach that we use that integrates content knowledge, pedagogical content knowledge, and three extensive teaching co-op experiences to facilitate the transition from successful STEM undergraduate students to effective teachers of STEM content. We suggest that by using the teaching co-op experiences to both filter and reflect on content and pedagogical content knowledge, the STEM undergraduates develop a particularly strong foundation of knowledge for teaching.


Published version. Teacher Education and Practice, Vol. 26, No. 2 (Spring 2013): 339-355. Publisher Link. © 2013 Rowman & Littlefield. Used with permission.

Used by arrangement with the publisher. All rights reserved. No part of this excerpt may be reproduced or printed without permission in writing from the publisher.