Details

Autor(en) / Beteiligte

• Lavoie, Derrick R[Herausgeber]
• Roth, Wolff-Michael[Herausgeber]

Titel

Models of Science Teacher Preparation : Theory into Practice

Ist Teil von

• Science & Technology Education Library : 13

Ort / Verlag

Dordrecht : Springer Netherlands

Erscheinungsjahr

2002

Beschreibungen/Notizen

• Collaboration and Apprenticeship Models -- Becoming-in-the-Classroom: Learning to Teach in/as Praxis -- Teams: A Science Learning and Teaching Apprenticeship Model -- A Problem-Based Learning Approach to Science Teacher Preparation -- Linking Schools and Universities in Partnership for Science Teacher Preparation -- The Dynamics of Collaboration in a State-Wide Professional Development Program for Cience Teachers -- Special Issues-Driven Models -- Instructional Congruence to Promote Science Learning and Literacy Development for Linguistically Diverse Students -- Gender Equity and Science Teacher Preparation -- Assessment Models that Integrate Theory and Best Practice -- New Technologies and Science Teacher Preparation -- Preparing New Teachers for Integrated-Science Classrooms -- Critical Multiculturalism and Science Teacher Education Programs -- Portraits of Professional Development Models in Science Teacher Education: A Synthesis of Perspectives and Issues
• 1 Wolff Michael Roth & Derrick R. Lavoie℗ø 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)