This conference will bring together a group of teacher educators to focus on preservice teacher education and a shared vision of instruction called ambitious science teaching. It is a critical first step toward building a community of teacher educators who can collectively share and refine strategies, tools, and practices for preparing preservice science teachers for ambitious science teaching.
Organization/Institution:
About Me (Bio):
David Stroupe is an associate professor of teacher education. He has three overlapping areas of research interests anchored around ambitious teaching practice. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students negotiate power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.
Personal Website:
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2019). Sharing a vision, sharing practices: How communities of educators improve teaching. Remedial and Special Education, 40(6), 380-390.*
- Stroupe, D., & Gotwals, A. W. (2018). “It’s 1000 degrees in here when I teach”: Providing preservice teachers with an extended opportunity to approximate ambitious instruction. Journal of Teacher Education, 69(3), 294-306.*
- Windschitl, M., & Stroupe, D. (2017). The three-story challenge: Implications of the Next Generation Science Standards for teacher preparation. Journal of Teacher Education, 68(3), 251-261.*
- Stroupe, D. (2016). Beginning teachers’ use of resources to enact and learn from ambitious instruction. Cognition and Instruction, 34(1), 51-77.*