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Author:
Publisher: BRILL
ISBN: 9087908040
Category : Education
Languages : en
Pages : 201
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Book Description
The mission of the Knowles Science Teaching Foundation (KSTF), to increase the quantity of high quality high school science and mathematics teachers in United States High Schools, calls for a deeper understanding of what it takes to prepare and support successful teachers. On September 21, 2006, KSTF convened a group of 41 individuals with a broad range of perspectives and expertise to address three essential questions with regard to secondary science teacher preparation: What do we know, what do we need to find out, and what research will help us fill in the gaps? Participants were intentionally selected from a diverse cross section of the education community and included teachers, educational researchers, teacher educators, policy specialists and scientists. The 41 participants formed 12 working groups and spent two and a half days addressing the following aspects of teacher preparation: · recruitment and retention; · models of secondary science teacher preparation; · pedagogic preparation including field-based experiences, methods courses, and preparing teachers for diverse populations; · content preparation in biology, chemistry, Earth science, and physics as well as the nature of science in general; · induction; · mentoring. Each working group was tasked with synthesizing their discussions and conclusions for the entire group of conference participants and in a written document. This volume represents the final outcome of that conference; 12 chapters that reflect the work of 40 dedicated scholars and practitioners who share a deep commitment to the pursuit of excellence in the preparation of secondary science teachers.
Author:
Publisher: BRILL
ISBN: 9087908040
Category : Education
Languages : en
Pages : 201
Get Book Here
Book Description
The mission of the Knowles Science Teaching Foundation (KSTF), to increase the quantity of high quality high school science and mathematics teachers in United States High Schools, calls for a deeper understanding of what it takes to prepare and support successful teachers. On September 21, 2006, KSTF convened a group of 41 individuals with a broad range of perspectives and expertise to address three essential questions with regard to secondary science teacher preparation: What do we know, what do we need to find out, and what research will help us fill in the gaps? Participants were intentionally selected from a diverse cross section of the education community and included teachers, educational researchers, teacher educators, policy specialists and scientists. The 41 participants formed 12 working groups and spent two and a half days addressing the following aspects of teacher preparation: · recruitment and retention; · models of secondary science teacher preparation; · pedagogic preparation including field-based experiences, methods courses, and preparing teachers for diverse populations; · content preparation in biology, chemistry, Earth science, and physics as well as the nature of science in general; · induction; · mentoring. Each working group was tasked with synthesizing their discussions and conclusions for the entire group of conference participants and in a written document. This volume represents the final outcome of that conference; 12 chapters that reflect the work of 40 dedicated scholars and practitioners who share a deep commitment to the pursuit of excellence in the preparation of secondary science teachers.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309171989
Category : Education
Languages : en
Pages : 232
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Book Description
Each new headline about American students' poor performance in math and science leads to new calls for reform in teaching. Education Teachers of Science, Mathematics, and Technology puts the whole picture together by synthesizing what we know about the quality of math and science teaching, drawing conclusions about why teacher preparation needs reform, and then outlining recommendations for accomplishing the most important goals before us. As a framework for addressing the task, the book advocates partnerships among school districts, colleges, and universities, with contributions from scientists, mathematicians, teacher educators, and teachers. It then looks carefully at the status of the education reform movement and explores the motives for raising the bar for how well teachers teach and how well students learn. Also examined are important issues in teacher professionalism: what teachers should be taught about their subjects, the utility of in-service education, the challenge of program funding, and the merits of credentialing. Professional Development Schools are reviewed and vignettes presented that describe exemplary teacher development practices.
Author: Jon Pedersen
Publisher: IAP
ISBN: 1681238020
Category : Education
Languages : en
Pages : 339
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Book Description
This volume will focus on a much need comparison of science teacher preparation from around the world. In recent times (last 5 years) much has been written and communicated both in the popular press and within the annals of research oriented publications about the performance of students international in math and science. Although not a new discussion or debate, many countries are held as exemplars in how they educate their youth and subsequently how they educate their teachers. Given this situation and given the fact that there is ample evidence to show that some countries youth perform better on tests such as the Program for International Student Assessment (PISA) and we know that teacher significantly contribute to the performance of students, it is time that we look at the specific attributes of teacher preparation worldwide. Although this volume will not look at every country that is in the comparator group for PISA and other measures, we have contacted over 18 potential authors in the same number of countries in which there is ample evidence to show successes regarding student performance and quality teacher preparation programs. The intent of the book is not just to report on the “success” of each nation. Rather the intent is to ask authors to take a critical look at the process by which science teachers are educated and share with the reader both the positive and negative aspects of such preparation programs. For all 15 contributed chapters, the editors have analyzed each and from this constructed from the “data” an analysis and report in a final chapter on the exemplary qualities from various nations and make specific recommendations regarding science teacher preparation for the global community.
Author: Mark Windschitl
Publisher: Harvard Education Press
ISBN: 1682531643
Category : Education
Languages : en
Pages : 455
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Book Description
2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
Author: Ian Abrahams
Publisher: A&C Black
ISBN: 184706504X
Category : Education
Languages : en
Pages : 154
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Book Description
A comprehensive guide To The theory and practice of teaching minds-on practical work in secondary science.
Author: Pamela Fraser-Abder
Publisher: Routledge
ISBN: 1135722056
Category : Education
Languages : en
Pages : 230
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Book Description
This book explores global issues in the professional development of science teachers, and considers classroom applications of teacher training with a comparative lens. The twelve studies collected in this volume span five continents and vastly differing models of teacher education. Carefully detailing the social and cultural contexts for the teaching of science, this is a guidebook for anyone concerned with equity and reform in professional development.
Author: Aaron J. Sickel
Publisher: Springer
ISBN: 9463008810
Category : Education
Languages : en
Pages : 255
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Book Description
The improvement of science education is a common goal worldwide. Countries not only seek to increase the number of individuals pursuing careers in science, but to improve scientific literacy among the general population. As the teacher is one of the greatest influences on student learning, a focus on the preparation of science teachers is essential in achieving these outcomes. A critical component of science teacher education is the methods course, where pedagogy and content coalesce. It is here that future science teachers begin to focus simultaneously on the knowledge, dispositions and skills for teaching secondary science in meaningful and effective ways. This book provides a comparison of secondary science methods courses from teacher education programs all over the world. Each chapter provides detailed descriptions of the national context, course design, teaching strategies, and assessments used within a particular science methods course, and is written by teacher educators who actively research science teacher education. The final chapter provides a synthesis of common themes and unique features across contexts, and offers directions for future research on science methods courses. This book offers a unique combination of ‘behind the scenes’ thinking for secondary science methods course designs along with practical teaching and assessment strategies, and will be a useful resource for teacher educators in a variety of international contexts.
Author: D.R. Lavoie
Publisher: Springer Science & Business Media
ISBN: 0306472309
Category : Science
Languages : en
Pages : 228
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Book Description
This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning. It provides background, theoretical research-based frameworks, guidelines, and concrete examples for the implementation and assessment of innovative models of science learning, teaching, and professional preparation.
Author: Jan H. van Driel
Publisher: BRILL
ISBN: 9004505458
Category : Education
Languages : en
Pages : 341
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Book Description
Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science.
Author: David Stroupe
Publisher:
ISBN: 9781682535301
Category : Education
Languages : en
Pages : 328
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Book Description
This comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. A renewed interest in practice-based teacher education paired with increasingly rigorous requirements, notably the Next Generation Science Standards, has highlighted the importance of teachers' deep disciplinary knowledge. This volume examines the compelling ways teacher educators across the country are using core practices to prepare preservice teachers for ambitious and equitable science teaching. With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, Preparing Science Teachers Through Practice-Based Teacher Education serves as a valuable resource both for teacher educators and for administrators.
