1st Edition

Handbook of Research on Science Teacher Education

Edited By Julie A. Luft, M. Gail Jones Copyright 2022
    532 Pages 15 B/W Illustrations
    by Routledge

    532 Pages 15 B/W Illustrations
    by Routledge

    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 range 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 span from early childhood educators to 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.

    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


    Julie A. Luft is 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.