Elementary Science Teacher Education: International by Ken Appleton

By Ken Appleton

Reflecting contemporary coverage and criteria tasks, rising learn agendas, and key strategies, this quantity presents a latest evaluation of significant advancements and concerns that experience that experience lately formed basic technological know-how schooling pre-service classes improvement, and practices which are shaping destiny instructions within the box. members from a number of international locations who're actively engaged in examine and layout in simple technology schooling handle: *Conceptual concerns which impinge on modern technological know-how instructor schooling; *Intersections of content material, pedagogy, and perform; and *Professional improvement as a contextualized perform. undemanding technological know-how instructor schooling: foreign views on modern matters and perform bargains a transparent photo of the present nation of the sector and instructions for the future--to the good thing about simple technological know-how instructor educators, aspiring instructor educators, university coverage makers, different pros all in favour of technology schooling and, eventually, the hundreds of thousands of trouble-free tuition teenagers who will achieve from stronger perform.

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Additional resources for Elementary Science Teacher Education: International Perspectives On Contemporary Issues And Practice

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E. Reys & J. S. doctoral programs in mathematics education (Conference Board of the Mathematical Sciences: Issues in mathematics education, Vol. 9, pp. 55-62). Providence, RI: American Mathematical Society. Goodlad, J. I. (1990). Teachers for our nation's schools. San Francisco: Jossey-Bass. Gummer, E. S. (2002, January). Reasonably rich environments in professional development experiences in scientific inquiry. Paper presented at the annual meeting of Association for the Education of Teachers in Science, Charlotte, NC.

Takes student prior knowledge into account when planning for instruction. Promotes a sense that all students can succeed in the course. Models thinking and study skills important for succeeding in the course. Emphasizes the value of science, mathematics and technology for all people of all ages. Models an enthusiasm for an inquiry orientation to learning. Is familiar with K-12 classrooms and teachers. FIG. 1. Indicators developed for instructor self-evaluation by participants in the Oregon Collaborative for Excellence in the Preparation of Teachers (1999), National Science Foundation (DUE/9996453).

Lips, H. M. (1993). ). Mountain View, CA: Mayfield. , Hewson, P. , & Stiles, K. I. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press. Mayer, R. E. (1998). Cognitive theory for education: What teachers need to know. In N. M. Lambert & B. L. ), How students learn: Reforming schools through learnercentered instruction (pp. 353-377). Washington, DC: American Psychological Association. Metz, K. E. (1995). Reassessment of developmental constraints on children's science instruction.

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