Abstract
Research in science teacher thinking and constructivist pedagogy calls for an expanded knowledge base of teaching, and raising the issue of teaching and understanding of such knowledge by students during teacher education. In the present paper we discuss certain recent studies concerning teachers’ knowledge base; besides we present and discuss a framework for developing and investigating courses in science teacher education; finally, in the third part, we present aspects of a case study illustrating the suggested framework.
Keywords
- Teacher Education
- Science Teacher
- Conceptual Change
- Student Teacher
- Prospective Teacher
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Psillos, D., Spyrtou, A., Kariotoglou, P. (2005). Science Teacher Education: Issues and Proposals. In: Boersma, K., Goedhart, M., de Jong, O., Eijkelhof, H. (eds) Research and the Quality of Science Education. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3673-6_10
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DOI: https://doi.org/10.1007/1-4020-3673-6_10
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