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Models of Science Teacher Preparation : Theory Into Practice

Theory Into Practice

By: D.R. Lavoie (Editor), W.M. Roth (Editor)

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Hardcover | 1 July 2001

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Hardcover
240 Pages

Dimensions(cm)
24.13 x 15.88 x 1.91

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1 Wolff Michael Roth & Derrick R. Lavoie 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996, p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995).

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Non-Fiction Education Teaching of a Specific Subject Science Science in General Teaching Skills & Techniques Organisation & Management of Education Curriculum Planning & Development Higher & Further Education Teacher Training

Introduction	p. 1
Becoming-in-the-Classroom: Learning to teach in/as Praxis	p. 11
TEAMS: A Science Learning and Teaching Apprenticeship Model	p. 31
A Problem-Based Learning Approach to Science Teacher Preparation	p. 49
Linking Schools and Universities in Partnership for Science Teacher Preparation	p. 67
The Dynamics of Collaboration in a State-Wide Professional Development Program for Science Teachers	p. 89
Instructional Congruence to Promote Science Learning and Literacy Development for Linguistically Diverse Students	p. 109
Gender Equity and Science Teacher Preparation	p. 127
Assessment Models that Integrate Theory and Best Practice	p. 149
New Technologies and Science Teacher Preparation	p. 163
Preparing New Teachers for Integrated-Science Classrooms	p. 177
Critical Multiculturalism and Science Teacher Education Programs	p. 195
Portraits of Professional Development Models in Science Teacher Education: Synthesis of Perspectives and Issues	p. 213
Index	p. 225
Table of Contents provided by Blackwell. All Rights Reserved.

Models of Science Teacher Preparation : Theory Into Practice

Theory Into Practice

At a Glance

Hardcover

Shipping

How to return your order

Defective items

You Can Find This Book In

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