Internationalizing Rural Science Teacher Preparation PDF Download

Author: Gayle A. Buck
Publisher: Springer Nature
ISBN: 3031460731
Category : Science
Languages : en
Pages : 297

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Book Description
This edited volume discusses the need to increase quantity and enhance quality of science education focused on preparing rural students to thrive in an interconnected, interdependent, and complex world. It acknowledges that globally integrated education incorporates local knowledge and culture with global trends. Additionally it highlights globally competent science teaching is not included in most preparation programs, and teachers enter schools unprepared to address students’ needs. Rural schools lack opportunities to keep up with reform efforts and may have limited experiences with diversity, particularly at the global level. These chapters describe globalization in authors’ respective academic institutions by sharing global competence action research projects for preservice teachers. The studies presented were conducted in elementary and secondary science methods, and science content courses. The book’s research is unique as the contributors have carried out action research in science teacher preparation programs and participated in peer discussions that helped them fill gaps in global science teaching while advancing the field of teacher preparation programs.

Author: Sandra K. Abell
Publisher: Springer Science & Business Media
ISBN: 0306472228
Category : Science
Languages : en
Pages : 237

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Book Description
Analysis of past developments in teacher education in Pakistan has shown that substantial progress has been made in this field. It has, however, been pointed out that education of science teachers still needs much improvement. At the present, there is an emergent need to meet the shortage of qualified science teachers and at the same time to bring qualitative improvements in the courses offered in teacher education institutions. First, we recommend that the 1-year duration of teacher preparation is grossly inadequate for all teaching courses, and should be lengthened, and the qualifications for entrance be increased. We believe that teaching must be made a graduate profession. For example, the basic qualification of primary school teachers for admission to teacher education institution should be increased. We recommend that PTC should be made a 12 + 2 year program. Similarly, CT, 12 + 3; B. Ed. , 14 + 2; B. S. Ed. , 12 + 4; M. A. Ed. , 14 + 3; and M. Ed. one year after B. Ed. or B. S. Ed. Secondly, we think the quality of instruction in teacher preparation programs should be improved. Most teachers in the teacher preparation institutions use the lecture method most of the time. Prospective teachers behave like passive listeners to their teachers. They do not participate in the teaching/ learning process. Some instructors even dictate their notes to the preservice teachers. When the teachers join schools, they behave the same way.

Author: Christina M. Tschida
Publisher: Teachers College Press
ISBN: 0807782378
Category : Education
Languages : en
Pages : 173

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Book Description
This volume examines teacher preparation programs that have successfully used a co-teaching model to improve the clinical experience for teacher candidates and to instill a disposition for equitable practice. Co-teaching in K–12 classrooms is a well-established practice, especially in inclusive settings, but it is far less common in teacher education programs. Blending research and practitioner voices, this book presents co-teaching as a viable and valuable framework that provides support for teacher candidates, allowing them to grow and learn through reciprocal relationships. Offering their experiences and perspectives, chapter authors share promising practices for centering equity in co-teaching situations. Co-Teaching in Teacher Education challenges teacher preparation programs to prepare educators to work together to support all students in today’s diverse classrooms. Book Features: Utilizes an equity lens to examine how co-teaching can benefit both teacher education and practicing teachers.Describes how co-teaching is being used to elevate instruction in K–12 and higher education. Explores a wide variety of contexts in which co-teaching is being used to train teacher candidates and improve student learning, including traditional, alternative, and online programs and rural and urban settings. Provides an Equity Checklist to help educators examine equity considerations that arise throughout the co-teaching cycle (co-planning, co-instruction, co-assessment, and co-reflection).

Author: Alandeom W. Oliveira
Publisher: Springer
ISBN: 3319435167
Category : Science
Languages : en
Pages : 387

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Book Description
The primary purpose of this book is to provide science teacher educators with exemplars of professional development programs designed to prepare school teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding. To this end, this book examines seventeen science teacher preparation programs that span a wide variety of grade levels (elementary, middle, and secondary), countries (Italy, Luxemburg, Spain, UK, and US), and linguistic contexts (English as a Second Language, English as a Foreign Language, trilingual classrooms, and teaching deaf children science through sign language). The book is divided into three main parts. Each part consists of chapters that illustrate a common, cross-cutting theme in science teacher preparation in content-based second language acquisition, namely pre-service teacher preparation, in-service teacher preparation, and international perspectives. Each part provides many insights on the similarities and differences in the professional development approaches used to prepare science teaching with varied amounts of instructional experience help students in different parts of the world overcome linguistic barriers while simultaneously learning concepts central to science. Bringing together researchers from various academic backgrounds (science education, TESOL, and Applied Linguistics), attention is given to varied facets of the intersection of science and language learning in the specific context of school teacher preparation.

Author: Brandon M. Butler
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 274

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Book Description
It is clear that teacher educators have ongoing professional learning and development needs. Chief among these are continuing to learn about content developments and pedagogical practices useful for teaching a range of PK-12 students in varying contexts; developing reflective competencies and sets of practices useful for teaching teacher candidates about teaching; effectively balancing teaching commitments with institutional expectations for scholarship and service; and forging useful understandings of identity across the spectrum of teacher educator responsibility and development over time, including taking on managerial or administrative roles. Working in institutions largely devoid of formal support mechanisms, teacher educators are often left on their own to meet these needs and subsequently must create or seek out opportunities for their ongoing growth. This volume explores in greater depth how exactly teacher educators engage in professional learning and development across their career trajectories. University-based teacher educator learning occurs in a range of settings and across the career span. Contributors to this volume describe university-based teacher educator learning spaces focused on their ongoing professional learning. Such spaces include teacher educator communities of practice, critical friendships, self-study learning groups, faculty learning groups, co-mentoring, and institutionally sponsored professional learning spaces.

Author: Ken Appleton
Publisher: Routledge
ISBN: 1135464103
Category : Education
Languages : en
Pages : 384

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Book Description
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.

Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 367

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Book Description

Author: Pamela Fraser-Abder
Publisher: Routledge
ISBN: 113572198X
Category : Education
Languages : en
Pages : 227

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Book Description
This book explores global issues in the professional development of science teachers, and considers classroom applications of teacher training with a comparative lens. The twelve studies collected in this volume span five continents and vastly differing models of teacher education. Carefully detailing the social and cultural contexts for the teaching of science, this is a guidebook for anyone concerned with equity and reform in professional development.

Author: Beverly D. Shaklee
Publisher:
ISBN: 9781442212480
Category : EDUCATION
Languages : en
Pages : 0

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Book Description
"This book addresses the role of internationalization as conceptual framework for U.S. teacher education in a time of globalization. The authors especially believe that it is helpful for new teachers to have a strong foundation in order to ensure that the students that they work with will be better prepared for an increasingly interdependent world."--Provided by publisher.

Author: Robert Evans
Publisher: Springer
ISBN: 9462095574
Category : Education
Languages : en
Pages : 230

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Book Description
This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.