Elementary Science Teacher Education

Author: Ken Appleton
Publisher: Routledge
ISBN: 1135464103
Size: 67.17 MB
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Co-Published with the Association For Science Teacher Education. Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have that have in recent years shaped elementary science education pre-service courses and professional development, and practices that are shaping future directions in the field. Contributors from several countries who are actively engaged in research and design in elementary science education address: *Conceptual issues which impinge on contemporary science teacher education; *Intersections of content, pedagogy, and practice; and *Professional development as a contextualized practice. Elementary Science Teacher Education: International Perspectives on Contemporary Issues and Practice offers a clear picture of the current state of the field and directions for the future--to the benefit of elementary science teacher educators, aspiring teacher educators, school policy makers, other professionals involved in science education and, ultimately, the millions of elementary school children who will gain from improved practice.

Designing And Teaching The Secondary Science Methods Course

Author: Aaron J. Sickel
Publisher: Springer
ISBN: 9463008810
Size: 54.17 MB
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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.

Studying Science Teacher Identity

Author: Lucy Avraamidou
Publisher: Springer
ISBN: 9463005285
Size: 33.27 MB
Format: PDF
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The overarching goal of this book volume is to illuminate how research on science teacher identity has deepened and complicated our understanding of the role of identity in examining teacher learning and development. The collective chapters, both theoretical and empirical, present an array of conceptual underpinnings that have been used to frame science teacher identity, document the various methodological approaches that researchers have implemented in order to study science teacher identity within various contexts, and offer empirical evidence about science teacher identity development. The findings of the studies presented in this volume support the argument that teacher identity is a dynamic, multidimensional and comprehensive construct, which provides a powerful lens for studying science teacher learning and development for various reasons. First, it pushes our boundaries by extending our definitions of science teacher learning and development as it proposes new ways of conceptualizing the processes of becoming a science teacher. Second, it emphasizes the role of the context on science teacher learning and development and pays attention to the experiences that teachers have as members of various communities. Third, it allows us to examine the impact of various sub-identities, personal histories, emotions, and social markers, such as ethnicity, race, and class, on science teachers’ identity development. The book aims at making a unique and deeply critical contribution to notions around science teacher identity by proposing fresh theoretical perspectives, providing empirical evidence about identity development, offering a set of implications for science teacher preparation, and recommending directions for future research.

Designing And Teaching The Elementary Science Methods Course

Author: Sandra K. Abell
Publisher: Routledge
ISBN: 1135281351
Size: 28.45 MB
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This guide for elementary science teacher educators outlines the theory, principles, and strategies they need to know in order to plan and carry out instruction for future elementary science teachers, and provides classroom examples anchored to those principles. The book is grounded in the theoretical framework of pedagogical content knowledge (PCK).

Science Teacher Education

Author: Sandra K. Abell
Publisher: Springer Science & Business Media
ISBN: 0306472228
Size: 17.35 MB
Format: PDF, Mobi
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Analysis of past developments in teacher education in Pakistan has shown that substantial progress has been made in this field. It has, however, been pointed out that education of science teachers still needs much improvement. At the present, there is an emergent need to meet the shortage of qualified science teachers and at the same time to bring qualitative improvements in the courses offered in teacher education institutions. First, we recommend that the 1-year duration of teacher preparation is grossly inadequate for all teaching courses, and should be lengthened, and the qualifications for entrance be increased. We believe that teaching must be made a graduate profession. For example, the basic qualification of primary school teachers for admission to teacher education institution should be increased. We recommend that PTC should be made a 12 + 2 year program. Similarly, CT, 12 + 3; B. Ed. , 14 + 2; B. S. Ed. , 12 + 4; M. A. Ed. , 14 + 3; and M. Ed. one year after B. Ed. or B. S. Ed. Secondly, we think the quality of instruction in teacher preparation programs should be improved. Most teachers in the teacher preparation institutions use the lecture method most of the time. Prospective teachers behave like passive listeners to their teachers. They do not participate in the teaching/ learning process. Some instructors even dictate their notes to the preservice teachers. When the teachers join schools, they behave the same way.

Early Years Second Language Education

Author: Sandie Mourão
Publisher: Routledge
ISBN: 1134507801
Size: 16.18 MB
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The age for early language learning has dropped dramatically in the past decade to include children under 6 years old, yet very little published research exists to support the implementation of such programmes. Drawing on a synthesis of theory, research and practice, this edited volume makes an innovative contribution to literature concerning language education for very young children. It explores language learning in a wide range of geographical contexts with reference to second and foreign language learning, bilingualism and plurilingualism with children under the age of 6 years old. Chapters present discussion around teacher education, policy-making, international case studies, school and home-based projects, code switching and language use, and methodologies and approaches. Early Years Second Language Education: International perspectives on theory and practice will be essential reading for researchers, academics, teacher trainers, and post-graduate students in the fields of early years education, foreign and second language education, language didactics and teacher education.

Inclusive Principles And Practices In Literacy Education

Author: Marion Milton
Publisher: Emerald Group Publishing
ISBN: 1787149862
Size: 27.95 MB
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This volume draws together research and practice from the fields of literacy education and inclusion. It provides an insight into current theory, research and issues associated with teaching literacy to all students in inclusive classrooms. Literacy remains a critical success factor for students, as the basis for concurrent and future learning.

Interdisciplinary Language Arts And Science Instruction In Elementary Classrooms

Author: Valarie L. Akerson
Publisher: Lawrence Erlbaum
ISBN:
Size: 25.36 MB
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This volume brings together evidence-based approaches to interdisciplinary language arts and science instruction. Firmly grounded in the research showing cognitive parallels between the two subjects, and reflecting the many recommendations in recent years for using interdisciplinary instruction at the elementary level, its goal is to help teachers effectively use this kind of instruction in elementary classrooms. The book is organized around three themes: br *Introduction to Interdisciplinary Science and Language Arts Instruction; br *The Influence of Interdisciplinary Science and Language Arts Instruction on Children's Learning; and br *Research on Preparing Elementary Teachers to Use Interdisciplinary Science and Language Arts Instruction br br Each chapter summarizes the research on its focal topic. Examples of research applied to practice, and questions and prompts for discussion and reflection help readers apply what they are reading in their own classroom contexts. Teacher educatorsand prospective and practicing elementary teachers everywhere will benefit from this overview of current research and practice in interdisciplinary science and language arts instruction.

The Impact Of The Laboratory And Technology On Learning And Teaching Science K 16

Author: Dennis W. Sunal
Publisher: Information Age Pub Inc
ISBN:
Size: 24.28 MB
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A volume in Research in Science Education Series Editors Dennis W. Sunal, University of Alabama and Emmett L. Wright, Kansas State University The Impact of the Laboratory and Technology on K-12 Science Learning and Teaching examines the development, use, and influence of active laboratory experiences and the integration of technology in science teaching. This examination involves the viewpoints of policymakers, researchers, and teachers that are expressed through research involving original documents, interviews, analysis and synthesis of the literature, case studies, narrative studies, observations of teachers and students, and assessment of student learning outcomes. Volume 3 of the series, Research in Science Education, addresses the needs of various constituencies including teachers, administrators, higher education science and science education faculty, policymakers, governmental and professional agencies, and the business community. The guiding theme of this volume is the role of practical laboratory work and the use of technology in science learning and teaching, K- 16. The volume investigates issues and concerns related to this theme through various perspectives addressing design, research, professional practice, and evaluation. Beginning with definitions, the historical evolution and policy guiding these learning experiences are explored from several viewpoints. Effective design and implementation of laboratory work and technology experiences is examined for elementary and high school classrooms as well as for undergraduate science laboratories, informal settings, and science education courses and programs. In general, recent research provides evidence that students do benefitfrom inquirybased laboratory and technology experiences that are integrated with classroom science curricula. The impact and status of laboratory and technology experiences is addressed by exploring specific strategies in a variety of scientific fields and courses. The chapters outline and describe in detail researchbased best practices for a variety of settings.

Current Issues In Teacher Education

Author: Cynthia A. Lassonde
Publisher: Charles C Thomas Publisher
ISBN: 0398085862
Size: 39.66 MB
Format: PDF, ePub
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In this edited volume by experts in the field of teacher education, Current Issues in Teacher Education combines forces from the United States and Canada to present and discuss positions on current topics and concerns in the field of teacher education. It provides an overview and multiple perspectives of issues rather than one author's position or viewpoint. This will allow the reader to reflect on multiple perspectives and to form his or her opinion and route for further action or discussion. Written in a reader-friendly style with accessible language, the book avoids the use of highly techni.