This book explores global issues in the professional development of science teachers, and considers classroom applications of teacher training with a comparative lens. The twelve studies collected in this volume span five continents and vastly differing models of teacher education. Carefully detailing the social and cultural contexts for the teaching of science, this is a guidebook for anyone concerned with equity and reform in professional development.
This book explores global issues in the professional development of science teachers, and considers classroom applications of teacher training with a comparative lens. The twelve studies collected in this volume span five continents and vastly differing models of teacher education. Carefully detailing the social and cultural contexts for the teaching of science, this is a guidebook for anyone concerned with equity and reform in professional development.
Chapter One: Resources to Craft a Philosophy to Guide Professional Development in Elementary Science Bonnie Shapiro and Sandy Last Chapter Two: Contextualizing Professional Development in Large Multicultural, Multilingual Urban American Communities Pamela Fraser-Abder Chapter Three: Professional Development in Japan and China: Issues and Challenges Pamela Fraser-Abder and Sau-Ling Chen Chapter Four: Professional Development for Teachers of Science: The Canadian Experience Pierre Farragher Chapter Five: Changing Traditions of Science Teacher Professional Development in the Philippines Purita Bilbao, Lourdes N. Morano, Tessie Barcenal, Merilin A. Castellano, Sharon Nichols, Deborah Tippens Chapter Six: Science Teacher Education in Trinidad and Tobago: Challenges and Possibilities June George Chapter Seven: Theory and Practice in Science Teacher Education: The German Experience Helmut Fischler Chapter Eight: Teacher Education in Kenya and Cultural Extinction: How Can the Past Serve as a Link to the Future? Norman Thompson Chapter Nine: Culturally and Politically Based Education: A Story of Latin American Science Education Development William R. Veal, M. Francisca Dussaillant, Giovanni Obando Roman Chapter Ten: The Role of Onservice Professional Development of Science Teachers in Large-Scale Changes in Teaching Practice: A Look at Britain and Indonesia Philip Adey Chapter Eleven: The Changing Role of the Head of the Department in England Justin Dillon Chapter Twelve: Key Issues and Contextual Factors in Professional Development of Preservice Science Teachers: Perspectives from Israel, Greece, Italy and the US Uri Zoller and David Ben-Chaim
Chapter One: Resources to Craft a Philosophy to Guide Professional Development in Elementary Science Bonnie Shapiro and Sandy Last Chapter Two: Contextualizing Professional Development in Large Multicultural, Multilingual Urban American Communities Pamela Fraser-Abder Chapter Three: Professional Development in Japan and China: Issues and Challenges Pamela Fraser-Abder and Sau-Ling Chen Chapter Four: Professional Development for Teachers of Science: The Canadian Experience Pierre Farragher Chapter Five: Changing Traditions of Science Teacher Professional Development in the Philippines Purita Bilbao, Lourdes N. Morano, Tessie Barcenal, Merilin A. Castellano, Sharon Nichols, Deborah Tippens Chapter Six: Science Teacher Education in Trinidad and Tobago: Challenges and Possibilities June George Chapter Seven: Theory and Practice in Science Teacher Education: The German Experience Helmut Fischler Chapter Eight: Teacher Education in Kenya and Cultural Extinction: How Can the Past Serve as a Link to the Future? Norman Thompson Chapter Nine: Culturally and Politically Based Education: A Story of Latin American Science Education Development William R. Veal, M. Francisca Dussaillant, Giovanni Obando Roman Chapter Ten: The Role of Onservice Professional Development of Science Teachers in Large-Scale Changes in Teaching Practice: A Look at Britain and Indonesia Philip Adey Chapter Eleven: The Changing Role of the Head of the Department in England Justin Dillon Chapter Twelve: Key Issues and Contextual Factors in Professional Development of Preservice Science Teachers: Perspectives from Israel, Greece, Italy and the US Uri Zoller and David Ben-Chaim
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