Document Type

Article

Publication Date

2015

Abstract

Rather than viewing eLearning as being best suited for courses fitting a particular type, we suggest a paradigm shift, involving a reconceiving of the nature of instructional experiences within a course. We share how we have reconceptualized mathematics and science (STEM) teacher preparation at the University of Colorado Denver (CU Denver) through designing and implementing fully online methods courses for our prospective STEM teachers (pSTEMs). Our fully online methods courses incorporate Spaces of Learning (SOL)—multidimensional instructional experiences that provide opportunities for pSTEMs to engage in a variety of activities designed to promote and scaffold their investigation of, reflection on, and response to STEM teaching practices. By reconceptualizing what it means to engage in STEM teacher preparation, we are expanding possibilities for our pSTEMs through their participation in SOL.

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