Karen Embry Jenlink – författare

STEM Teaching: An Interdisciplinary Approach breaks from the more historical idea of making knowledge within disciplines and seeks to engage the reader in a growing conversation that is gaining momentum and is focused on an ‘interdisciplinarity of STEM education’, which seeks to embrace and/or present emerging perspectives on the standards. Importantly, the conversation on STEM education and interdisciplinary approaches to teacher preparation may draw into specific relief the respective professional and/or disciplinary standards for each of the four STEM disciplines as each relates to fostering an interdisciplinary approach. The importance and relevance of this interdisciplinary perspective to teacher preparation lies in the realization that STEM literacy moves into everyday lives and thinking, and not just in STEM related disciplines. This means that faculty in teacher preparation need to extend the range of STEM literacy in pedagogical strategies so that STEM teaching is enriched with multimodal literacies into teaching and learning, which in turn makes STEM knowledge more relevant and engaging for its manifest connections to solving the problems that challenge society.

STEM Teaching: An Interdisciplinary Approach breaks from the more historical idea of making knowledge within disciplines and seeks to engage the reader in a growing conversation that is gaining momentum and is focused on an ‘interdisciplinarity of STEM education’, which seeks to embrace and/or present emerging perspectives on the standards. Importantly, the conversation on STEM education and interdisciplinary approaches to teacher preparation may draw into specific relief the respective professional and/or disciplinary standards for each of the four STEM disciplines as each relates to fostering an interdisciplinary approach. The importance and relevance of this interdisciplinary perspective to teacher preparation lies in the realization that STEM literacy moves into everyday lives and thinking, and not just in STEM related disciplines. This means that faculty in teacher preparation need to extend the range of STEM literacy in pedagogical strategies so that STEM teaching is enriched with multimodal literacies into teaching and learning, which in turn makes STEM knowledge more relevant and engaging for its manifest connections to solving the problems that challenge society.

More often, teacher educators and the programs and institutions they represent are often confronted with an increasingly difficult responsibility of preparing teachers to address issues of diversity, social justice, and equity. Here, Patrick and Karen Jenlink bring to the foreground, current work by teacher educators in universities across the U.S. It specifically focuses on the challenges of:·Standards and accountability ·The No Child Left Behind Act ·Licensure/certification issues ·Increasing diversity ·Issues of social justice ·Shifting demographics, and ·The myriad of social issues that make schools and teaching problematic. The editors incorporate "portrait" as a metaphor and guiding lens for examining their respective programs, providing richly detailed descriptions, and defining qualities of the teacher preparation programs that illuminate how teachers learn in a field-based program. The nine portraits presented throughout this book provide the reader an experience of seeing new ways of learning to teach, set against the backdrop of a changing America. The authors demonstrate an understanding of the need to set aside conventional practices for new mediums of expression and learning and constructing new and alternative pedagogies for learning. Importantly, the authors present a narrative window into learning to teach that reflects a re-imagining of teacher education as a culturally and ethically responsive action towards creating alternative futures for America's schools.For faculty and administrators in higher education, teacher educators, and public school staff.

Teacher Preparation in Career Pathways: The Future of America’s Teacher Pipeline offers a critical and timely discussion of what teacher preparation should look like in the twenty-first century and why. Embry-Jenlink speaks directly of decreasing quality in America’s teacher workforce and the dismal recruitment of teachers from historically underrepresented and under served populations. The voices of deans, faculty, school administrators, and directors of non-profit agencies resound with an emerging workforce solution, Teacher Preparation in Career Pathways.The authors showcase five diverse teacher pipeline programs that address the staffing demands in high need schools through “grow your own” approaches as they explore policy issues, resource sharing, accountability, and promoting successful postsecondary student transfer across articulated teacher preparation programs. Teacher Preparation in Career Pathways is the first book of its kind to profile an emerging, innovative approach to teacher preparation in the twenty-first century—teacher preparation that is designed around collaborative and sustainable P-16 partnerships among school districts, colleges, and universities to strategically address persistent issues of building teacher quality, capacity, and diversity.