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This edited book explores different international practices in reforming science teacher education programs for STEM education. Incorporating case studies in Asia, the Middle East, Africa, Europe, North America and South America, the contributors emphasise the large variety in STEM teacher preparation. Including science-centric versions of STEM programs as well as more integrated models of STEM, this contextual diversity will help readers learn about the design, opportunities, and challenges of STEM teacher preparation in a variety of circumstances, in order to innovate and improve STEM education more broadly.…mehr
This edited book explores different international practices in reforming science teacher education programs for STEM education. Incorporating case studies in Asia, the Middle East, Africa, Europe, North America and South America, the contributors emphasise the large variety in STEM teacher preparation. Including science-centric versions of STEM programs as well as more integrated models of STEM, this contextual diversity will help readers learn about the design, opportunities, and challenges of STEM teacher preparation in a variety of circumstances, in order to innovate and improve STEM education more broadly.
Sulaiman M. Al-Balushi is Professor of Science Education and the former Dean of the College of Education at Sultan Qaboos University, Oman. Lisa Martin-Hansen is Professor and Department Chair of Science Education at California State University, USA.
Youngjin Song is a lecturer at California State University, USA.
Inhaltsangabe
Chapter 1 STEM teacher education: an overview.- Chapter 2 Implementing STEM policy in African Nations’ Teacher Education Programs: Insights from some Southern African countries.- Chapter 3 STEMifying Teacher Education – A Canadian Context.- Chapter 4 STEM in Canadian teacher education: An overview.- Chapter 5 Science teacher education in Chile: on the verge of a turning point towards STEM-oriented science education.- Chapter 6 To STEAM or Not to STEAM: Is it a matter of professional development or professional creation?.- Chapter 7 Preparation of teachers for STEM education in Hong Kong.- Chapter 8 Status Study on Japanese Pre-Service and In-Service Science Teachers’ Preparation in STEM/STEAM Learning: Science teacher preparedness for STEM/STEAM education in Japan.- Chapter 9 Perspectives on reforming science teacher education programs toward integrated STEM in Malaysia.- Chapter 10 Science teacher preparation in Oman: strengths and shortcomings related to STEM education.- Chapter 11 STEM education in the Spanish context: key features and issues.- Chapter 12 An exploration of co-teaching in STEM teacher professional development programs in Turkey.- Chapter 13 Entanglement of the United States and Turkish science and mathematics educators through the lens of becomings: Conceptualizing STEM education using a Bakhtinian dialogic approach.- CHAPTER-14 Greater than the sum of its parts: centering science in the STEM era.- Chapter 15 U.S. Next Generation Science Standards: Possibilities, not Prescriptions for STEM Teacher Education.- Chapter 16 Current trends in science curriculum reforms in response to STEM Education: international trends, policies and challenges
Chapter 1 STEM teacher education: an overview.- Chapter 2 Implementing STEM policy in African Nations' Teacher Education Programs: Insights from some Southern African countries.- Chapter 3 STEMifying Teacher Education - A Canadian Context.- Chapter 4 STEM in Canadian teacher education: An overview.- Chapter 5 Science teacher education in Chile: on the verge of a turning point towards STEM-oriented science education.- Chapter 6 To STEAM or Not to STEAM: Is it a matter of professional development or professional creation?.- Chapter 7 Preparation of teachers for STEM education in Hong Kong.- Chapter 8 Status Study on Japanese Pre-Service and In-Service Science Teachers' Preparation in STEM/STEAM Learning: Science teacher preparedness for STEM/STEAM education in Japan.- Chapter 9 Perspectives on reforming science teacher education programs toward integrated STEM in Malaysia.- Chapter 10 Science teacher preparation in Oman: strengths and shortcomings related to STEM education.- Chapter 11 STEM education in the Spanish context: key features and issues.- Chapter 12 An exploration of co-teaching in STEM teacher professional development programs in Turkey.- Chapter 13 Entanglement of the United States and Turkish science and mathematics educators through the lens of becomings: Conceptualizing STEM education using a Bakhtinian dialogic approach.- CHAPTER-14 Greater than the sum of its parts: centering science in the STEM era.- Chapter 15 U.S. Next Generation Science Standards: Possibilities, not Prescriptions for STEM Teacher Education.- Chapter 16 Current trends in science curriculum reforms in response to STEM Education: international trends, policies and challenges
Chapter 1 STEM teacher education: an overview.- Chapter 2 Implementing STEM policy in African Nations’ Teacher Education Programs: Insights from some Southern African countries.- Chapter 3 STEMifying Teacher Education – A Canadian Context.- Chapter 4 STEM in Canadian teacher education: An overview.- Chapter 5 Science teacher education in Chile: on the verge of a turning point towards STEM-oriented science education.- Chapter 6 To STEAM or Not to STEAM: Is it a matter of professional development or professional creation?.- Chapter 7 Preparation of teachers for STEM education in Hong Kong.- Chapter 8 Status Study on Japanese Pre-Service and In-Service Science Teachers’ Preparation in STEM/STEAM Learning: Science teacher preparedness for STEM/STEAM education in Japan.- Chapter 9 Perspectives on reforming science teacher education programs toward integrated STEM in Malaysia.- Chapter 10 Science teacher preparation in Oman: strengths and shortcomings related to STEM education.- Chapter 11 STEM education in the Spanish context: key features and issues.- Chapter 12 An exploration of co-teaching in STEM teacher professional development programs in Turkey.- Chapter 13 Entanglement of the United States and Turkish science and mathematics educators through the lens of becomings: Conceptualizing STEM education using a Bakhtinian dialogic approach.- CHAPTER-14 Greater than the sum of its parts: centering science in the STEM era.- Chapter 15 U.S. Next Generation Science Standards: Possibilities, not Prescriptions for STEM Teacher Education.- Chapter 16 Current trends in science curriculum reforms in response to STEM Education: international trends, policies and challenges
Chapter 1 STEM teacher education: an overview.- Chapter 2 Implementing STEM policy in African Nations' Teacher Education Programs: Insights from some Southern African countries.- Chapter 3 STEMifying Teacher Education - A Canadian Context.- Chapter 4 STEM in Canadian teacher education: An overview.- Chapter 5 Science teacher education in Chile: on the verge of a turning point towards STEM-oriented science education.- Chapter 6 To STEAM or Not to STEAM: Is it a matter of professional development or professional creation?.- Chapter 7 Preparation of teachers for STEM education in Hong Kong.- Chapter 8 Status Study on Japanese Pre-Service and In-Service Science Teachers' Preparation in STEM/STEAM Learning: Science teacher preparedness for STEM/STEAM education in Japan.- Chapter 9 Perspectives on reforming science teacher education programs toward integrated STEM in Malaysia.- Chapter 10 Science teacher preparation in Oman: strengths and shortcomings related to STEM education.- Chapter 11 STEM education in the Spanish context: key features and issues.- Chapter 12 An exploration of co-teaching in STEM teacher professional development programs in Turkey.- Chapter 13 Entanglement of the United States and Turkish science and mathematics educators through the lens of becomings: Conceptualizing STEM education using a Bakhtinian dialogic approach.- CHAPTER-14 Greater than the sum of its parts: centering science in the STEM era.- Chapter 15 U.S. Next Generation Science Standards: Possibilities, not Prescriptions for STEM Teacher Education.- Chapter 16 Current trends in science curriculum reforms in response to STEM Education: international trends, policies and challenges
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