Literaturnachweis - Detailanzeige
| Autor/in | Kelley, Sybil S. |
|---|---|
| Titel | Teacher Engagement in STEM for Sustainability Education: Lessons for Teacher Educators |
| Quelle | In: Teacher Education and Practice, 26 (2013) 4, S.816-831 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0890-6459 |
| Schlagwörter | STEM Education; Teacher Educators; Teacher Education Programs; Sustainability; Grounded Theory; Educational Change; Theory Practice Relationship; Teacher Effectiveness; Self Efficacy |
| Abstract | With the recent interest in STEM (science, technology, engineering, and math), educators have begun to rethink how these disciplines are taught. Beyond redesigning curricula and core standards, an educational culture is emerging that reexamines the purpose of STEM education and whom it serves. To ensure that all learners are inspired and prepared for success in STEM, we need to break down traditional boundaries, establishing partnerships across institutions (e.g., universities and school districts) and within institutions (e.g., teacher education and STEM departments). Teacher education programs can support improvements in STEM literacy by providing relevant, meaningful learning experiences that help teachers develop confidence and competency in STEM. These programs need to incorporate time for teachers to learn content and apply their new understandings into curricular plans. Teachers need to be active participants in their learning as they develop knowledge, skills, and dispositions related to students, learning, curriculum, pedagogy, and assessment. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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