K-12 Science Pedagogy Research and Development – UROP Spring Symposium 2021

K-12 Science Pedagogy Research and Development

Jacob Stein


Pronouns: He/him

Research Mentor(s): Stephanie Lu, Head of R&D
Research Mentor School/College/Department: , Ross School of Business
Presentation Date: Thursday, April 22, 2021
Session: Session 2 (11am – 11:50am)
Breakout Room: Room 9
Presenter: 6

Event Link


The current state of the learning crisis has limited the potential of both teachers and students all around the world, but at the root of the crisis, many teachers are not being put through the adequate training or have the proper motivation. Current models of teaching quality over years of experience show that teaching quality can become stagnant or even worsen during the later points of their careers. Many studies from U.S. and European schools K-12 have looked at the impact on student outcomes through means of specific teacher qualifications, motivational factors, and classroom practices, but these studies are overly inconclusive on a unified and holistic approach for teacher reform. In this study, we review existing literature to determine what types of training and resources will make a good teacher and what level of support that teachers need. This particular project intends to give insights into reformulating the current conceptions, structure, and content surrounding teacher training and the corresponding classroom practice in order to improve the current climate of professional development in school systems. In addressing the teaching crisis, we focus on reforming teacher education programs for certain qualifications and characteristics and instilling passion and intrinsic motivation to both educators and students. Answering how to give teachers the proper training, support, and feedback at all points in their career will ultimately allow them to yield successful student outcomes through higher levels of engagement, retention, and motivation towards the curriculum. Overall, teacher development and commitment are effective steps yet very broad topics, but a unified paper on investigating the role of active learning, motivational factors, and pedagogical knowledge in effective training programs will prove very beneficial for effective classroom strategies.

Authors: Jacob Stein
Research Method: Qualitative Study

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