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The National Science Foundation has funded teacher education activities for much of its history. Several trends mark recent approaches to this; partnerships among STEM disciplinary faculty, education faculty, and schools; provision of scholarships for intending and in-service teachers; and an increasing insistence on understanding what works and documenting the effectiveness of particular teacher preparation activities all the way out to increased learning by students. The presentation will begin with a reflection on this history, and then summarize the current, very fluid, funding picture. Finally, we will explore a critical new direction; are we adequately preparing teachers to make full use of the tools of cyberlearning?
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