What Is Required of Chemistry Teacher Education
Certain key ideas appear to be necessary in any chemistry teacher education program. Gess-Newsome (1999), for example, highlights the need for integration of knowledge bases with informed decision making, exposure to examples of teaching excellence, and multiple supported experiences. These ideas are often in contradiction to preservice teachers’ expectations as they expect to learn a “script” for chemistry teaching in line with their own successful learning experiences of chemistry in school. These ideas can also be in contradiction to chemistry teachers (and possibly the general public) who often believe that there is a received wisdom about learning to teach that can only be received by being in the classroom (an apprenticeship model).
How Is Chemistry Teacher Education Different from Studying Chemistry?
Studying chemistry is different from studying chemistry teacher education. Both chemistry and chemistry education are dependent on...
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References
Corrigan DJ (2009) Chemistry teacher education to promote understanding of learning through effective reflective practice. Chem Educ Res Pract 10:14–23
Gess-Newsome J (1999) Introduction. In: Gess-Newsome J, Lederman N (eds) Examining pedagogical content knowledge. Kluwer, Dordrecht, pp 3–20
Kennedy MM (1999) The role of preservice teacher education. In: Darling-Hammond L, Sykes G (eds) Teaching as the learning profession: handbook of teaching and policy. Jossey Bass, San Francisco, pp 54–86
Shulman LS (1986) Those who understand: knowledge growth in teaching. Educ Res 15(2):4–14
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Corrigan, D. (2015). Chemistry Teacher Education. In: Gunstone, R. (eds) Encyclopedia of Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2150-0_214
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