Classroom Teachers as Agents of Reform in University Teacher Preparation Programs

In the Preservice Elementary Science/Mathematics Project at the University of Northern Colorado, experienced classroom teachers worked with faculty members to revise, deliver, and evaluate science and mathematics content and pedagogy courses and related education courses for prospective elementary teachers. These on-campus teaching fellows modeled effective teaching strategies for students, assisted faculty in selecting and clarifying course concepts, and helped faculty and students focus on problem solving and investigative modes of learning. Upon return to their classrooms, teaching fellows have served as instructional leaders in science and mathematics. The benefits of this model project and the necessary pre-conditions for success are discussed.