Elementary Science Teacher Education
International Perspectives on Contemporary Issues and Practice
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|Format:||Paperback, 424 pages|
|Published In: ||United States, 31 August 2005|
Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this book provides a contemporary overview of important developments and issues 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: 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.
Table of Contents
Preface. T.R. Koballa, Jr., S. Nichols, Introduction: Framing Elementary Science Teacher Education. Part I: Conceptualizing Elementary Science Teacher Education. L.B. Flick, Being an Elementary Science Teacher Educator. K. Appleton, Science Pedagogical Content Knowledge and Elementary School Teachers. W. Boone, Teaching by Distance. S.K. Abell, Challenges and Opportunities for Field Experiences in Elementary Science Teacher Preparation. J. Koch, Relating Learning Theories to Pedagogy for Pre-Service Elementary Science Education. M. Fleer, "Meaning-Making Science": Exploring the Sociocultural Dimensions of Early Childhood Teacher Education. Part II: Intersections of Content, Pedagogy, and Practice. J. Olson, K. Appleton, Considering Curriculum for Elementary Science Methods Courses. V. Prain, B. Hand, Language, Learning, and Science Literacy. K.C. Wieseman, H. Moscovici, A Standards-Infused Approach to Curriculum: A Promising Interdisciplinary Inquiry. A. Jones, The Role and Place of Technological Literacy in Science Teacher Education. C.A. Harrison, Assessment and Elementary Science Teacher Education. Part III: Contextualized Practice and Professional Development. E. van Zee, Teaching "Science Teaching" Through Inquiry. V. Akerson, A. Roth-McDuffie, The Elementary Science Teacher as Researcher. J.R. McGinnis, Cultural Considerations. L. Bryan, D.J. Tippins, Employing Case-Based Pedagogy Within a Relfection Orientation to Elementary Science Teacher Preparation. M.G. Jones, J. Edmunds, Models of Elementary Science Instruction: Roles of Science Specialist Teachers. K. Appleton, Future Directions in Elementary Science Teacher Education: Conclusion.
|Publisher: ||Lawrence Erlbaum Associates Inc|
|Dimensions: ||23.0 x 15.0 x 1.0 centimeters (0.52 kg)|