To improve in-depth preparation and retention of future physics teachers at ASU, we integrate both recruitment and retention with actual preparation at ASU. Our paradigm is that teacher education is a continuum – it begins with recruitment and progresses through in-field tested pedagogy and continues with content training.
With interactive activities for prospective, pre-service, and new teachers with experienced teachers, our model integrates students into their professional teaching community from the very start. 

Our specific goal of carefully spanning this continuum fosters bridges between all phases of recruitment, preparation and careers. Practices to create relationships and mentoring by experienced, highly qualified teachers are in three phases.
Phase 1: Preparation
1) Expose potential teachers to learning & teaching in-field each term
2) Train students via interactive, inquiry and outcome-based methods
3) Prepare prospective teachers for keeping up with advances in physics, pedagogy and technology


  1. Place pre-service teachers with highly qualified teachers for field experiences each term:
  • Students gain insights in practical implementation challenges in the class-room for methods they are trained in
  • Students see how successful, highly qualified teachers manage

• interactive teaching module
• use of technology,
• classroom organization,
• discipline,
• budgets, materials,
• interaction with students, personnel, parents,
• attitude, interests, cultural diversity,
• rigorous use of outcomes via pre- and post tests
Phase 2: Induction and Mentoring

  1. Induction program as teachers start careers.
  2. The program supports:
  • Physics content specialization
  • Inquiry methods
  • Technology update


  1. Early career physics teachers participate in science-focused induction programs
  2. Connect with the science teachers community through social & collaborative media, participate in professional development and hands-on workshops
  3. Use inquiry-based methods to a much greater degree than non-supported peers, measured by the Reformed Teaching Observation Protocol (RTOP; Sawada et al., 2002), & outcome instruments

Phase 3: Professional Development

  1. Link experienced physics teachers to: current issues, initiatives, and developments in physics education.


  1. Develop a Teacher-in-Residence (TIR) program connecting experienced physics teachers with Education & Science Faculty
  2. Draw on expertise of the Teacher Advisory Group (TAG) to create effective outreach to local teachers

Arizona State University, P.O. Box 871504, Tempe, AZ 85287-1504

ASU Physics Teachers Education Coalition
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