Abstract
A number of reports recently identify that the quality of science education in a number of European countries is lower than expected. One of the reasons for the apparent underachievement in this generally economically prosperous continent might be a pedagogy of science that lacks variety, or a pedagogy that is less engaging than other subjects. Given the diversity of European education systems, the purpose of this paper is to present aspects of four pre-service teacher preparation programs illustrating the similarities and differences that emerge. Specifically, we present the teacher preparation programs in England, Finland, France and Cyprus.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Cochran-Smith, M. (2004). The problem of teacher education. Journal of Teacher Education, 55, 295–299. doi:10.1177/0022487104268057
Commission, E., EACEA, & Eurydice. (2012). Developing key competences at school in Europe: Challenges and opportunities for policy—2011/12 (pp. 1–72).
Conway, P. F., Murphy, R., Rath, A., & Hall, K. (2009). Learning to teach and its implications for the continuum of teacher education: A nine-country cross-national study. Report Commissioned by the Teaching Council.
Day, C. (1997). In-service teacher education in Europe: Conditions and themes for development in the 21st century. British Journal of In-Service Education, 23, 39–54. doi:10.1080/13674589700200002
Dillon, J., & Jorde, D. (2013). The challenges for science education in Europe. Science Omega Review Europe, 2, 96–97.
Eurydice. (2011). Science education in Europe: National Policies, Practices and Research (pp. 1–4).
Kempton, J. (2013). To teach, to learn: More effective continuous professional development for teachers. London: CentreForum.
Maguire, M., Dillon, J., & Mahony, P. (2011). Reforming teachers and their work. In J. Dillon & M. Maguire (Eds.), Becoming a teacher (4th ed.) (pp. 99–111). Milton Keynes: Open University Press.
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: Nuffield Foundation.
PISA Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006. (2006). PISA Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006, 192. Retrieved from http://books.google.com/books?id=-IYctTsDXe8C&pg=PA29&dq=inauthor:OECD+intitle:Assessing+scientific&hl=&cd=1&source=gbs_api
Science Education in Europe: Critical Reflections. (2008). Science education in Europe: Critical reflections. Retrieved from http://www.fisica.unina.it/traces/attachments/article/149/Nuffield-Foundation-Osborne-Dillon-Science-Education-in-Europe.pdf
Science Education in Europe: National Policies, Practices and Research. (2011). Science education in Europe: National policies, practices and research (pp. 1–167).
Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative Education, 41, 455–470. doi:10.1080/03050060500317810
Tomlinson, S. (2005). Education in a post-welfare society. Buckingham: Open University Press.
Author information
Authors and Affiliations
Corresponding author
About this article
Cite this article
Evagorou, M., Dillon, J., Viiri, J. et al. Pre-service Science Teacher Preparation in Europe: Comparing Pre-service Teacher Preparation Programs in England, France, Finland and Cyprus. J Sci Teacher Educ 26, 99–115 (2015). https://doi.org/10.1007/s10972-015-9421-8
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10972-015-9421-8