Elementary Science Teacher Education
International Perspectives on Contemporary Issues and Practice
Erschienen am 22. Juli 2005
Buch
Hardcover
380 Seiten
978-0-8058-4291-3 (ISBN)
Beschreibung
Co-Published with the Association For Science Teacher Education.
Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have 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: International Perspectives on 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.
Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have 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: International Perspectives on 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.
Rezensionen / Stimmen
"Offering a plurality of voices with international viewpoints, this edited volume captures the sometimes-troubling state of elementary science education. This resource may be helpful for science teacher educators, advanced graduate students preparing to conduct research in this field, and school policy makers employing research-based decision-making strategies. Highly recommended."-CHOICE
Weitere Details
Sprache
Englisch
Verlagsort
New York
USA
Verlagsgruppe
Taylor & Francis Inc
Zielgruppe
Für Beruf und Forschung
Maße
Höhe: 235 mm
Breite: 157 mm
Dicke: 25 mm
Gewicht
700 gr
ISBN-13
978-0-8058-4291-3 (9780805842913)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
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Ken Appleton
Elementary Science Teacher Education
International Perspectives on Contemporary Issues and Practice
E-Book
12/2013
1. Auflage
Routledge
76,49 €
Als Download verfügbar
Ken Appleton
Elementary Science Teacher Education
International Perspectives on Contemporary Issues and Practice
E-Book
12/2013
1. Auflage
Routledge
76,49 €
Als Download verfügbar
Ken Appleton
Elementary Science Teacher Education
International Perspectives on Contemporary Issues and Practice
Buch
07/2005
Routledge
83,50 €
Versand in 10-20 Tagen
Person
Ken Appleton
Inhalt
Contents: Foreword. Preface. S.E. Nichols, T. Koballa, Framing Issues of Elementary Science Teacher Education: Critical Conversations. 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.J. 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 Preservice 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.K. 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 Elementary Science Teacher Education. C.A. Harrison, Assessment and Elementary Science Teacher Education. Part III: Contextualized Practice and Professional Development.E.H. van Zee, Teaching "Science Teaching" Through Inquiry. V.L. Akerson, A.R. McDuffie, The Elementary Science Teacher as Researcher. J.R. McGinnis, Cultural Considerations. L.A. 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.