Structures and Strategies for Science Teacher Education in the Twenty-First Century

Autor/in	Larkin, Douglas B.
Titel	Structures and Strategies for Science Teacher Education in the Twenty-First Century
Quelle	In: Teacher Education and Practice, 27 (2014) 2-3, S.224-247 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Teacher Education; Teacher Education Programs; Science Teachers; STEM Education; Educational Practices; Educational Needs; Educational Strategies; Comparative Analysis; Educational Change; Teacher Certification; Methods Courses; Educational Opportunities; Field Experience Programs; Supervisors; College Faculty; Mentors; Ethnic Diversity; Time Perspective; Science Instruction + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; STEM; Bildungspraxis; Educational need; Bildungsbedarf; Lehrstrategie; Bildungsreform; Methodisch-didaktische Anleitung; Bildungsangebot; Bildungschance; Praxisnahes Lernen; Fakultät; Zeitbezug; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	In order to determine the ways in which teacher preparation programs will need to change to meet the needs of preparing STEM teachers in the near future, it is necessary to ascertain what STEM teacher preparation programs are actually doing in the present. This chapter presents a comparative analysis of six different science teacher education pathways in order to portray, compare, and contrast the structures and strategies used by each. The central premise is that there is much to learn from what is already being done in this field from the different visions of science teacher education currently being enacted, and that calls to reform STEM teacher education often overlook these practices. No claims are made about the effectiveness of one structure, strategy, or pathway over another, but rather these science teacher education structures and strategies are presented as consequences of pragmatic choices about the strategic use of resources and decisions about what values to prioritize. Efforts to improve STEM teacher education can benefit from a richer understanding of these choices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10