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Physical Review Physics Education Research
written by Rachel E. Scherr and Stephanie Viola Chasteen
Systematic research on physics teacher education (PTE) programs in the United States is rare, owing both to the great variety of practices and structures enacted by U.S. PTE programs and to the lack of measurement tools available to measure what successful PTE programs do. To help meet the need for a specific, objective, and reliable guide for research on PTE programs, the Physics Teacher Education Coalition developed the Physics Teacher Education Program Analysis (PTEPA) rubric, which characterizes the practices and structures observed at "thriving" PTE programs (defined as programs in the U.S. that frequently graduate five or more physics teachers per year). Initial research based on the PTEPA rubric suggests that thriving programs are strong in multiple areas (especially institutional commitment, leadership, and collaboration among partners in education and physics), and that several areas of strength align with those indicated by the existing PTE literature. However, thriving programs are not necessarily strong in all areas, instead reflecting local conditions at the institutional and state level. Such findings illustrate the opportunity for measurement and hypothesis testing about the most important features that PTE programs should have.

Editor's Note: See Related Materials (right) for a link to a companion article by the same authors which discusses how they developed the Physics Teacher Education Program Analysis Rubric.
Physical Review Physics Education Research: Volume 16, Issue 1, Pages 010116
Subjects Levels Resource Types
Education - Applied Research
- School Improvement
- Teacher Preparation
= Program Assessment
Education - Basic Research
- Research Design & Methodology
= Data
= Statistics
General Physics
- Physics Education Research
- Graduate/Professional
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Professional/Practitioners
- Researchers
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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.010116
NSF Numbers:
PHY-0808790
PHY-1707990
Keywords:
PTE programs, PTEPA Rubric, Physics teacher education, Physics teacher training, program analysis rubric, teacher preparation programs, teacher training rubric
Record Creator:
Metadata instance created June 15, 2020 by Lyle Barbato
Record Updated:
January 12, 2023 by Caroline Hall
Last Update
when Cataloged:
April 3, 2020
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Record Link
AIP Format
R. Scherr and S. Chasteen, , Phys. Rev. Phys. Educ. Res. 16 (1), 010116 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.010116).
AJP/PRST-PER
R. Scherr and S. Chasteen, Initial findings of the Physics Teacher Education Program Analysis rubric: What do thriving programs do?, Phys. Rev. Phys. Educ. Res. 16 (1), 010116 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.010116>.
APA Format
Scherr, R., & Chasteen, S. (2020, April 3). Initial findings of the Physics Teacher Education Program Analysis rubric: What do thriving programs do?. Phys. Rev. Phys. Educ. Res., 16(1), 010116. Retrieved May 27, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.010116
Chicago Format
Scherr, Rachel, and Stephanie Viola Chasteen. "Initial findings of the Physics Teacher Education Program Analysis rubric: What do thriving programs do?." Phys. Rev. Phys. Educ. Res. 16, no. 1, (April 3, 2020): 010116, https://doi.org/10.1103/PhysRevPhysEducRes.16.010116 (accessed 27 May 2024).
MLA Format
Scherr, Rachel, and Stephanie Viola Chasteen. "Initial findings of the Physics Teacher Education Program Analysis rubric: What do thriving programs do?." Phys. Rev. Phys. Educ. Res. 16.1 (2020): 010116. 27 May 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.010116>.
BibTeX Export Format
@article{ Author = "Rachel Scherr and Stephanie Viola Chasteen", Title = {Initial findings of the Physics Teacher Education Program Analysis rubric: What do thriving programs do?}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {1}, Pages = {010116}, Month = {April}, Year = {2020} }
Refer Export Format

%A Rachel Scherr %A Stephanie Viola Chasteen %T Initial findings of the Physics Teacher Education Program Analysis rubric: What do thriving programs do? %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %D April 3, 2020 %P 010116 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010116 %O application/pdf

EndNote Export Format

%0 Journal Article %A Scherr, Rachel %A Chasteen, Stephanie Viola %D April 3, 2020 %T Initial findings of the Physics Teacher Education Program Analysis rubric: What do thriving programs do? %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %P 010116 %8 April 3, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010116


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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Initial findings of the Physics Teacher Education Program Analysis rubric: What do thriving programs do?:

Is Associated With Developing the Physics Teacher Education Program Analysis rubric: Measuring features of thriving programs

A link to a companion article by the same authors which examines how they developed the Physics Teacher Education Program Analysis Rubric.

relation by Caroline Hall

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