Overview

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.

Full Product Details

Author:   Julie A. Luft (University of Georgia, USA.) ,  M. Gail Jones (North Carolina State University, USA.)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   1.140kg
ISBN:  

9780367565831

ISBN 10:   0367565838
Pages:   492
Publication Date:   06 May 2022
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Section 1: Engaging in Science Teacher Education Research Section Editor: Julie A. Luft The Importance of Research in Science Teacher Education Sibel Erduran and Liam Guilfoyle The Contribution of Large Educational Surveys to Science Teacher Education Research Robert H. Tai, Joseph Taylor, Vijay Reddy, and Eric R. Banilower Qualitatively Conducting Teacher Education Research Felicia Moore Mensah and Jessica L. Chen Mixed Methods Research on Science Teacher Education Gayle A. Buck and Francesca A. Williamson Towards Justice: Designing for a Rightful Presence as a Lens for Science Teacher Education Research Angela Calabrese-Barton, Edna Tan, Kathleen Schenkel, and Aerin Benavides Section 2: Initial Science Teacher Education - Core Areas Section Editor: Sarah Carrier Preparing Early Childhood Teachers to Support Young Children’s Equitable Science Sensemaking Carla Zembal-Saul, Christina Siry, Sabela F. Monteira, and Frances Nebus Bose Well-Started Beginners: Preparing Elementary Teachers for Rigorous, Consequential, Just, and Equitable Science Teaching Elizabeth A. Davis and Christa Haverly Research on Secondary Science Teacher Preparation Todd Campbell, Ron Gray, Xavier Fazio, and Jan van Driel Understanding the Role of Field Experiences in Preservice Science Teacher Preparation David Stroupe Recent Trends in Science Education Research on Mentoring Pre-Service Teachers Leslie U. Bradbury Alternative Pathways to Science Teaching: Approaches and Impacts 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 Preservice Science Teacher Education Around the Globe: Trends, Challenges, and Future Directions Hernán Cofré, Claudia Vergara, David Santibáñez, and José Pavez Partnerships in K-12 Preservice Science Teacher Education Andrew Gilbert and Linda Hobbs The Magic of Informal Settings: A Literature Review of Partnerships and Collaborations that Support Preservice Science Teacher Education Across the Globe Natasha Cooke-Nieves, Jamie Wallace, Preeti Gupta, and Elaine Howes Discursive Practices in Initial Science Teacher Education Mercè Izquierdo, Ainoa Marzábal, Cristian Merino, Valeria Cabello, Patricia Moreira, Luigi Cuellar, Virginia Delgado, Franklin Manrique, and Macarena Soto The Role of Emerging Technologies in Science Teacher Preparation Gina Childers and Rebecca Hite Policy in K-12 Science Teacher Preparation: Uniformity and Diversity from International Perspectives Cheng Liu, Wenyuan Yang, and Enshan Liu Section 4: Science Teacher Continuing Professional Development Section Editor: Lauren Madden The Learning Opportunities of Newly Hired Teachers of Science Shannon L. Navy, Julie A. Luft, and Audrey Msimanga Science Teacher Leadership: The Current Landscape and Paths Forward Brooke A. Whitworth, Julianne A. Wenner, and Dorit Tubin Professional Development of Science Teachers for Inquiry Instruction Umesh Ramnarain, Daniel Capps, and Ying-Shao Hsu A Literature Review of Global Perspectives on the Professional Development of Culturally Responsive Science Teachers Julie C. Brown, Rose M. Cringle, and Nihat Kotluk Professional Learning Communities Across Science Teachers’ Careers: The Importance of Differentiating Learning Ron Blonder and Vicki Vescio Digital Technologies and Professional Learning of Science Teachers: A Technological Pedagogical Content Knowledge (TPACK) Perspective Seng Chee Tan, Tang Wee Teo, and Chin-Chung Tsai Section 5: Science Teacher Education -Central Tenets Section Editor: Soonhye Park Science Teacher Professional Knowledge and Its Relationship to High-Quality Science Instruction Vanessa Kind, Soonhye Park, and Kennedy Kam Ho Chan Indigenous Knowledge in Science Education: Implications for Teacher Education Josef de Beer, Neal Petersen, and Meshach Ogunniyi Action research: A Promising Strategy for Science Teacher Education Allan Feldman, Nadja Belova, Ingo Eilks, Marika Kapanadze, Rachel Mamlok-Naaman, Franz Rauch, and Mehmet Fatih Taşar Including All Learners through Science Teacher Education Michele Hollingsworth Koomen, Sami Kahn, and Teresa Shume The Role of Teacher Education in Teaching Science to Emergent Bilingual Learners Edward G. Lyon and Sara Tolbert Educative Curriculum Materials and Their Role in the Learning of Science Teachers Melina Furman, Mariana Luzuriaga, Margarita Gomez, and Mauricio Duque Section 6: Science Teacher Education – Emerging Areas Section Editor: Rachel Mamlok-Naaman Learning to Teach Controversial Topics Michael J. Reiss Professional Identity as a Framework for Science Teacher Education and Professional Development Dana Vedder-Weiss Emotion and Science Teacher Education Alberto Bellocchi and Arnau Amat Learning to Teach Science from a Contextualized Stance Michael Giamellaro, Kassandra L’Heureux, Cory Buxton, Marie-Claude Beaudry, Jean-Philippe Ayotte-Beaudet, and Talal Alajmi Learning in and Through Researcher-Teacher Collaboration Carrie D. Allen, Sara C. Heredia, Eve Manz, and William (Bill) Penuel Integrated STEM Teacher Education: An Opportunity for Promoting Equity Erin E. Peters-Burton and Kelly L. Knight

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Author Information

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.

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