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Elementary Science Teacher Education: International Perspectives on Contemporary Issues and Practice book cover

1st Edition

Elementary Science Teacher Education International Perspectives on Contemporary Issues and Practice

Edited By Ken Appleton Copyright 2006
    380 Pages
    by Routledge

    380 Pages
    by Routledge

    380 Pages
    by Routledge
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    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.

    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.

    Biography

    Ken Appleton

    "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

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