Preparing Science Teachers Through Practice-Based Teacher Education (Core Practices in Education Series)

ISBN 10: 1682535304 / ISBN 13: 9781682535301

Verlag: Harvard Education Press, 2020

Beschreibung

The item is in good condition and works perfectly, however it is showing some signs of previous ownership which could include: small tears, scuffing, notes, highlighting, gift inscriptions, and library markings.

Bestandsnummer des Verkäufers 4BQGBJ012QB3

Bibliografische Details

• Titel: Preparing Science Teachers Through Practice-Based Teacher Education (Core Practices in Education Series)
• Verlag: Harvard Education Press
• Erscheinungsjahr: 2020
• Sprache: Englisch
• ISBN-10: 1682535304
• ISBN-13: 9781682535301
• Einband: paperback
• Zustand: Good

Über diesen Titel

Inhaltsangabe

This comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices.

A renewed interest in practice-based teacher education paired with increasingly rigorous requirements, notably the Next Generation Science Standards, has highlighted the importance of teachers' deep disciplinary knowledge. This volume examines the compelling ways teacher educators across the country are using core practices to prepare preservice teachers for ambitious and equitable science teaching.

With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, Preparing Science Teachers Through Practice-Based Teacher Education serves as a valuable resource both for teacher educators and for administrators.

Über die Autorin bzw. den Autor

Karen Hammerness is an associate professor and director of program research at Bard College and is the director of Educational Research and Evaluation at the American Museum of Natural History.

David Stroupe is an associate professor of teacher education and science education at Michigan State University.

Scott McDonald is an associate professor of Science Education at The Pennsylvania State University (PSU) and director of the Krause Innovation Studio in the PSU College of Education.