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Handbook of Research on Science Teacher Education




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ISBN 9780367565824
April 27, 2022 Forthcoming by Routledge
556 Pages 15 B/W Illustrations

 
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Book Description

This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers.

Through critical and concise chapters, this volume provides essential insights into science teacher education that ranges from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this Handbook has 35 chapters that cover established, emergent, diverse and pioneering areas of research, including:

  • Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives;
  • Formal and informal teacher education programs that spans early childhood educators, the complexity of preparation, to the role of informal settings such as museums;
  • Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership;
  • Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and
  • Emerging areas in science teacher education such as STEM education, global education, and identity development.

This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.

Table of Contents

Section 1: Engaging in Science Teacher Education Research

Section Editor: Julie A. Luft

  1. The Importance of Research in Science Teacher Education
  2. Sibel Erduran and Liam Guilfoyle

  3. The Contribution of Large Educational Surveys to Science Teacher Education Research
  4. Robert H. Tai, Joseph Taylor, Vijay Reddy, and Eric R. Banilower

  5. Qualitatively Conducting Teacher Education Research
  6. Felicia Moore Mensah and Jessica L. Chen

  7. Mixed Methods Research on Science Teacher Education
  8. Gayle A. Buck and Francesca A. Williamson

  9. Towards Justice: Designing for a Rightful Presence as a Lens for Science Teacher Education Research
  10. Angela Calabrese-Barton, Edna Tan, Kathleen Schenkel, and Aerin Benavides

    Section 2: Initial Science Teacher Education - Core Areas 

    Section Editor: Sarah Carrier

  11. Preparing Early Childhood Teachers to Support Young Children’s Equitable Science Sensemaking
  12. Carla Zembal-Saul, Christina Siry, Sabela F. Monteira, and Frances Nebus Bose

  13. Well-Started Beginners: Preparing Elementary Teachers for Rigorous, Consequential, Just, and Equitable Science Teaching
  14. Elizabeth A. Davis and Christa Haverly

  15. Research on Secondary Science Teacher Preparation
  16. Todd Campbell, Ron Gray, Xavier Fazio, and Jan van Driel

  17. Understanding the Role of Field Experiences in Preservice Science Teacher Preparation
  18. David Stroupe

  19. Recent Trends in Science Education Research on Mentoring Pre-Service Teachers
  20. Leslie U. Bradbury

  21. Alternative Pathways to Science Teaching: Approaches and Impacts
  22. Elizabeth Edmondson, Alison Dossick, Smadar Donitsa-Schmidt, Yehudit Judy Dori,

    Christine Ure, and Christel Balck

    Section 3: Initial Teacher Preparation – Situated Aspects

    Section Editor: David F. Jackson

  23. Preservice Science Teacher Education Around the Globe: Trends, Challenges, and Future Directions
  24. Hernán Cofré, Claudia Vergara, David Santibáñez, and José Pavez

  25. Partnerships in K-12 Preservice Science Teacher Education
  26. Andrew Gilbert and Linda Hobbs

  27. The Magic of Informal Settings: A Literature Review of Partnerships and Collaborations that Support Preservice Science Teacher Education Across the Globe
  28. Natasha Cooke-Nieves, Jamie Wallace, Preeti Gupta, and Elaine Howes

  29. Discursive Practices in Initial Science Teacher Education
  30. Mercè Izquierdo, Ainoa Marzábal, Cristian Merino, Valeria Cabello, Patricia Moreira, Luigi Cuellar, Virginia Delgado, Franklin Manrique, and Macarena Soto

  31. The Role of Emerging Technologies in Science Teacher Preparation
  32. Gina Childers and Rebecca Hite

  33. Policy in K-12 Science Teacher Preparation: Uniformity and Diversity from International Perspectives
  34. Cheng Liu, Wenyuan Yang, and Enshan Liu

    Section 4: Science Teacher Continuing Professional Development

    Section Editor: Lauren Madden

  35. The Learning Opportunities of Newly Hired Teachers of Science
  36. Shannon L. Navy, Julie A. Luft, and Audrey Msimanga

  37. Science Teacher Leadership: The Current Landscape and Paths Forward
  38. Brooke A. Whitworth, Julianne A. Wenner, and Dorit Tubin

  39. Professional Development of Science Teachers for Inquiry Instruction
  40. Umesh Ramnarain, Daniel Capps, and Ying-Shao Hsu

  41. A Literature Review of Global Perspectives on the Professional Development of Culturally Responsive Science Teachers
  42. Julie C. Brown, Rose M. Cringle, and Nihat Kotluk

  43. Professional Learning Communities Across Science Teachers’ Careers: The Importance of Differentiating Learning
  44. Ron Blonder and Vicki Vescio

  45. Digital Technologies and Professional Learning of Science Teachers: A Technological Pedagogical Content Knowledge (TPACK) Perspective
  46. Seng Chee Tan, Tang Wee Teo, and Chin-Chung Tsai

    Section 5: Science Teacher Education -Central Tenets

    Section Editor: Soonhye Park

  47. Science Teacher Professional Knowledge and Its Relationship to High-Quality Science Instruction
  48. Vanessa Kind, Soonhye Park, and Kennedy Kam Ho Chan

  49. Indigenous Knowledge in Science Education: Implications for Teacher Education
  50. Josef de Beer, Neal Petersen, and Meshach Ogunniyi

  51. Action research: A Promising Strategy for Science Teacher Education
  52. Allan Feldman, Nadja Belova, Ingo Eilks, Marika Kapanadze, Rachel Mamlok-Naaman,

    Franz Rauch, and Mehmet Fatih Taşar

  53. Including All Learners through Science Teacher Education
  54. Michele Hollingsworth Koomen, Sami Kahn, and Teresa Shume

  55. The Role of Teacher Education in Teaching Science to Emergent Bilingual Learners
  56. Edward G. Lyon and Sara Tolbert

  57. Educative Curriculum Materials and Their Role in the Learning of Science Teachers
  58. Melina Furman, Mariana Luzuriaga, Margarita Gomez, and Mauricio Duque

    Section 6: Science Teacher Education – Emerging Areas

    Section Editor: Rachel Mamlok-Naaman

  59. Learning to Teach Controversial Topics
  60. Michael J. Reiss

  61. Professional Identity as a Framework for Science Teacher Education and Professional Development
  62. Dana Vedder-Weiss

  63. Emotion and Science Teacher Education
  64. Alberto Bellocchi and Arnau Amat

  65. Learning to Teach Science from a Contextualized Stance
  66. Michael Giamellaro, Kassandra L’Heureux, Cory Buxton, Marie-Claude Beaudry,

    Jean-Philippe Ayotte-Beaudet, and Talal Alajmi

  67. Learning in and Through Researcher-Teacher Collaboration
  68. Carrie D. Allen, Sara C. Heredia, Eve Manz, and William (Bill) Penuel

  69. Integrated STEM Teacher Education: An Opportunity for Promoting Equity

Erin E. Peters-Burton and Kelly L. Knight

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Editor(s)

Biography

Julie A. Luft is a University of Georgia Distinguished Research Professor, Athletic Association Professor of Mathematics and Science Education, and Adjunct Professor of Biochemistry and Molecular Biology at the University of Georgia, USA.

M. Gail Jones is Alumni Distinguished Graduate Professor of Science Education and Senior Research Fellow at the Friday Institute for Educational Innovation at North Carolina State University, USA.