Abstract
One challenge facing science teacher preparation is the lack of consensus about what constitutes instructional excellence. We propose that a growing movement to characterize rigorous and equitable teaching as “ambitious instruction” in other subject matter areas, such as mathematics and literacy education, can serve as a guide for the science education community to develop a vision of effective pedagogy.
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Stroupe, D., Windschitl, M. (2015). Supporting Ambitious Instruction by Beginning Teachers with Specialized Tools and Practices. In: Luft, J.A., Dubois, S.L. (eds) Newly Hired Teachers of Science. Cultural and Historical Perspectives on Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-283-7_13
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DOI: https://doi.org/10.1007/978-94-6300-283-7_13
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