Models of Science Teacher Preparation

Theory into Practice

  • Derrick R. Lavoie
  • Wolff-Michael Roth
Book

Part of the Science & Technology Education Library book series (CTISE, volume 13)

Table of contents

  1. Front Matter
    Pages i-vi
  2. Wolf Michael Roth, Derrick R. Lavoie
    Pages 1-8
  3. Collaboration and Apprenticeship Models

  4. Special Issues-Driven Models

  5. Back Matter
    Pages 225-227

About this book

Introduction

1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995).

Keywords

Gender education evaluation learning science

Editors and affiliations

  • Derrick R. Lavoie
    • 1
  • Wolff-Michael Roth
    • 2
  1. 1.Virtual Institute for Teaching and Leaning SciencePaso RoblesUSA
  2. 2.University of VictoriaVictoriaCanada

Bibliographic information

  • DOI https://doi.org/10.1007/0-306-47230-9
  • Copyright Information Kluwer Academic Publishers 2002
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-7923-7129-8
  • Online ISBN 978-0-306-47230-5
  • Series Print ISSN 1572-5987
  • About this book