Science
Teaching School Subjects 11-19
Published on 13. May 2005
300 pages
978-1-134-22683-2 (ISBN)
Description
In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach.
Divided into three sections the book covers:
framing the subject - defining subject knowledge and focusing on questions about science as a school subject
teaching the subject - looking at pedagogical, curricular and pupil knowledge
science within the professional community - focusing on the place of science within the wider curriculum and the teaching community.
This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.
Divided into three sections the book covers:
framing the subject - defining subject knowledge and focusing on questions about science as a school subject
teaching the subject - looking at pedagogical, curricular and pupil knowledge
science within the professional community - focusing on the place of science within the wider curriculum and the teaching community.
This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.
Reviews / Votes
'Overall, the book offers a clear and helpful frame for conceptualizing a view of the professional science teacher as one who embraces the notion of recognizing personal agency and responsibility in both the construction of knowledge for science teaching and the construction of knowledge about science teaching.' - International Journal of Science Education Vol. 28, No. 12, 6 October 2006'A text such as this can provide a stimulus for critical reflection on issues that confront science teachers and nurture their professional learning. Obvious potential readers of this book are preservice/beginning science teachers and their teacher educator/mentors, although possible other audiences include students beginning graduate study in science education.' - International Journal of Science Education Vol. 28, No. 12, 6 October 2006 'Overall, the book offers a clear and helpful frame for conceptualizing a view of the professional science teacher as one who embraces the notion of recognizing personal agency and responsibility in both the construction of knowledge for science teaching and the construction of knowledge about science teaching.'
- International Journal of Science Education Vol. 28, No. 12, 6 October 2006
'A text such as this can provide a stimulus for critical reflection on issues that confront science teachers and nurture their professional learning. Obvious potential readers of this book are preservice/beginning science teachers and their teacher educator/mentors, although possible other audiences include students beginning graduate study in science education.'
- International Journal of Science Education Vol. 28, No. 12, 6 October 2006
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Product notice
Reflowable
Illustrations
10 Tables, black and white
ISBN-13
978-1-134-22683-2 (9781134226832)
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.
Schweitzer Classification
Other editions
Persons
Content
Part I: Science as a school subject. Part II: Teaching Science in the secondary school. Part III: Reflecting on science learning: the place of educational research.
