Systematic research on physics teacher education (PTE) programs in the United States is rare, owing both to the great variety of practices and structures enacted by U.S. PTE programs and to the lack of measurement tools available to measure what successful PTE programs do. To help meet the need for a specific, objective, and reliable guide for research on PTE programs, the Physics Teacher Education Coalition developed the Physics Teacher Education Program Analysis (PTEPA) rubric, which characterizes the practices and structures observed at “thriving” PTE programs (defined as programs in the U.S. that frequently graduate five or more physics teachers per year). Initial research based on the PTEPA rubric suggests that thriving programs are strong in multiple areas (especially institutional commitment, leadership, and collaboration among partners in education and physics), and that several areas of strength align with those indicated by the existing PTE literature. However, thriving programs are not necessarily strong in all areas, instead reflecting local conditions at the institutional and state level. Such findings illustrate the opportunity for measurement and hypothesis testing about the most important features that PTE programs should have.

中文翻译：

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物理教师教育计划分析原则的初步发现：蓬勃发展的计划做什么？

由于美国PTE计划制定的各种实践和结构，以及缺乏可用来衡量成功的PTE计划所做工作的衡量工具，在美国，对物理教师教育（PTE）计划的系统研究很少。为了满足对PTE计划研究的特定，客观和可靠指南的需求，物理教师教育联盟开发了物理教师教育计划分析（PTEPA）原理，其特征是“蓬勃发展”的PTE计划中观察到的实践和结构（在美国定义为每年经常毕业五名或以上物理老师的课程）。根据PTEPA专栏进行的初步研究表明，蓬勃发展的计划在多个领域都很强大（尤其是机构承诺，领导力，以及在教育和物理学领域的合作伙伴之间的协作），并且一些优势领域与现有PTE文献所指出的领域保持一致。但是，蓬勃发展的计划不一定在所有领域都具有强大的实力，反而反映了机构和州一级的当地情况。这些发现说明了对PTE程序应具有的最重要特征进行度量和假设检验的机会。