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Alma Robinson, Virginia Tech
This issue of the Teacher Preparation Section continues a theme that we began in the fall: to feature programs and activities that have fostered the recruitment and training of physics teachers without the assistance of PhysTEC funding.
Tiffany-Rose Sikorski explains how incorporating doing science activities in science pedagogy courses at George Washington University has encouraged their pre-service teachers to better understand scientific inquiry, modeling, and how to design engaging lessons.
William Newton describes how Texas A&M University – Commerce increased both the number of physics teacher candidates and physics majors in their department by incorporating some of the best practices outlined by PhysTEC and the APS SPIN-UP report. In addition to a Noyce Capacity Building grant, the financial and moral support of the department, college, and university were instrumental to their reforms.
Disclaimer – The articles and opinion pieces found in this issue of the APS Forum on Education Newsletter are not peer refereed and represent solely the views of the authors and not necessarily the views of the APS.