[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593722-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593722-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","marketing-an-alternate-model-for-science-and-mathematics-initial-teacher-education","Marketing an Alternate Model for Science and Mathematics Initial Teacher Education -  -","","An innovative initial teacher education undergraduate degree was first offered in 2016 at an Australian university to qualify students as secondary science and mathematics teachers. The program combines a four-year integrated study of science, mathematics, and education, leveraging concurrent, integrated learning of content and teacher pedagogy. The paper analyzes data from science and mathematics school teachers and career advisors regarding market potential as well as perceived advantages and barriers for student selection of the degree.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/marketing-an-alternate-model-for-science-and-mathematics-initial-teacher-education/593722/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/marketing-an-alternate-model-for-science-and-mathematics-initial-teacher-education/593722.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What degree is discussed in the paper?","Question",{"text":63,"@type":64},"The paper describes an innovative four-year Bachelor of Education (Science and Mathematics) degree designed for secondary science and mathematics teaching.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the program structure the learning experience?",{"text":68,"@type":64},"Students complete concurrent, integrated study across science, mathematics, and education, aligning content learning with teacher pedagogy.",{"name":70,"@type":61,"acceptedAnswer":71},"What data sources are used to evaluate the program’s market potential?",{"text":72,"@type":64},"The analysis draws on data from science and mathematics school teachers and career advisors about potential market demand and student perceptions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593722,1792252039,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 11 | Article 6 |\n| --- | --- |\n| 2016\u003Cbr>Marketing an Alternate Model for Science and Mathematics Initial Teacher Education\u003Cbr>Andrew Seen\u003Cbr>University of Tasmania, [andrew.seen@utas.edu.au](andrew.seen@utas.edu.au)\u003Cbr>Sharon P. Fraser\u003Cbr>University of Tasmania, [sharon.fraser@utas.edu.au](sharon.fraser@utas.edu.au)\u003Cbr>Kim Beswick\u003Cbr>[kim.beswick@utas.edu.au](kim.beswick@utas.edu.au)\u003Cbr>Margaret Penson\u003Cbr>University of Tasmania, [margaret.penson@utas.edu.au](margaret.penson@utas.edu.au)\u003Cbr>Robert Whannell\u003Cbr>University of Tasmania, [rwhannel@une.edu.au](rwhannel@une.edu.au) |  |\n\nRecommended Citation  \nSeen, A., Fraser, S. P., Beswick, K., Penson, M., & Whannell, R. (2016). Marketing an Alternate Model for Science and Mathematics Initial Teacher Education. Australian Journal of Teacher Education, 41 (11).  \n[http://dx.doi.org/10.14221/ajte.2016v41n11.6](http://dx.doi.org/10.14221/ajte.2016v41n11.6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss11/6](http://ro.ecu.edu.au/ajte/vol41/iss11/6)  \nAustralian Journal of Teacher Education  \nMarketing an Alternate Model for Science and Mathematics Initial Teacher  \nEducation  \nAndrew Seen  \nSharon Fraser  \nKim Beswick  \nMargaret Penson  \nRobert Whannell  \nUniversity of Tasmania  \nAbstract: An innovative initial teacher education undergraduate degree has been offeredfor thefirst time in 2016 atan Australian University. The degree  \nprovidesfor qualification asa secondary science and mathematics teacher  \nthrough the completion of afour-year integrated science, mathematics and  \neducation program of study where the synergies available through  \nconcurrent, integrated study of content and teacher pedagogy are available.  \nThe paper describes the results of the analysis of datafrom science and  \nmathematics school teachers and career advisors in relation to the potential  \nmarketfor the program and perceived advantagesand barriers to students  \nselecting the degree.  \nIntroduction  \nThere have been concerns for a number of years about the capacity of developed countries, such as Australia, the United States and England, to meet current and future needs in relation to the availability of graduates appropriately skilled in the science, technology, engineering and mathematics (STEM) fields (e.g. Atkinson, Hugo, Lundgren, Shapiro, & Thomas, 2007; Chubb, 2012; HM Treasury, 2007; Office of the Chief Scientist, 2013) . In the Australian context, it has been proposed that the lack of STEM qualified graduates will reduce the capacity for research and development in the future to such an extent that the country will not be able to compete effectively on the world stage (Chubb, 2012) . The importance of this challenge and the need for Australia to be at the forefront of innovation globally has been promoted by Australia’s Prime Minister (2016) and has been accompanied by a federally funded innovation agenda (see [http://www.innovation.gov.au/page/agenda](http://www.innovation.gov.au/page/agenda)). This agenda includes an allocation of $48 million over five years, commencing in 2016, to support the inspiration of scientific endeavour in STEM related activity.  \nTraditionally, the disciplines that comprise STEM have been taught as separate subjects in schools, with little or no overlap. While there has been substantial movement towards integrating the study of STEM disciplines in the United States (Becker & Park, 2011), including the creation of speciality mathematics and science high schools (Atkinson et al., 2007), the situation in Australia is such that school subjects targeting science, mathematics and technology are still largely taught as separate disciplines (Blackley & Howell, 2015) . The Inspiring Mathematics and Science in Teacher Education (IMSITE) project funded by the federal government which commenced in 2014, involves a collaboration between six Australian universities, with a vie","cbCaioMuzpbDOhcn","https://ap.wps.com/l/cbCaioMuzpbDOhcn","pdf",416868,14,"English","# Abstract\n# Introduction\n# STEM as an Integrated Field of Study\n# Degree Development and Accreditation\n# Survey of Stakeholder Attitudes\n# Discussion and Future Directions","[{\"question\":\"What degree is discussed in the paper?\",\"answer\":\"The paper describes an innovative four-year Bachelor of Education (Science and Mathematics) degree designed for secondary science and mathematics teaching.\"},{\"question\":\"How does the program structure the learning experience?\",\"answer\":\"Students complete concurrent, integrated study across science, mathematics, and education, aligning content learning with teacher pedagogy.\"},{\"question\":\"What data sources are used to evaluate the program’s market potential?\",\"answer\":\"The analysis draws on data from science and mathematics school teachers and career advisors about potential market demand and student perceptions.\"}]","Marketing an Alternate Model for Science and Mathematics Initial Teacher Education -  - | PDF",1792077788,35]