Models of Science Teacher Preparation: Theory into Practice: 13 (Contemporary Trends and Issues in Science Education, 13) - Hardcover

Hardcover

ISBN 10: 0792371291 ISBN 13: 9780792371298

Publisher: Springer, 2001

Synopsis

1 Wolff Michael Roth & Derrick R. Lavoie² 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).

About this title

Synopsis

This 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. Chapters deal with collaboration, apprenticeship, partnerships, gender equity, science literacy, new technologies, integrated-science curricula, and critical multiculturalism. Each chapter ties threads to national standards for science teaching and preparation, which we hope will facilitate greater enactment of these standards in both schools and universities. Administrators, policy makers, and science-education departments should find the book useful for course evaluation and revision procedures mandated by NCATE and other accrediting agencies. This unique volume gives greater meaning and credibility to science teaching by merging the debilitating gap between theory and practice.

Edition details

• Publisher: Springer
• Publication date: 2001
• Language: English
• ISBN 10: 0792371291
• ISBN 13: 9780792371298
• Binding: Hardcover
• Number of pages: 234
• Editor: Lavoie D.R., Roth W.M.