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The chapters in this book will focus on pre-service and in-service science teacher education, because both are equally important. With case studies for China, Japan, Korea and Taiwan topics include: Professional Development of Chemistry Teachers in the New Curriculum, Using Classroom Observation to Assist Teacher Professional Development and Science Teacher Education and Science as Inquiry: Promises and Dilemmas.

Towards Inclusion of All Learners through Science Teacher Education serves as a resource for teachers and teacher educators wishing to understand how to educate students with exceptionalities in science by connecting their experiences to leading experts.

\"There is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students. Three major goals of funded STEM programs are to attract and prepare students at all educational levels to pursue coursework in the STEM content areas, to prepare graduates to pursue careers in STEM fields, and to improve teacher education programs in the STEM content areas. Drawing upon these goals as the framework for Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, the 15 chapters contained herein highlight both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools. Recruiting, retaining and sustaining highly-qualified teachers with expertise in STEM content areas to work in hard-to-staff schools and geographic areas are necessary to equalize educational opportunities for rural and urban Title 1 students. High teacher turnover rates, in combination with teachers working out-of-field, leave many students without highly-qualified teachers in STEM fields. Most of the chapters in this volume were prepared by scholars who received NSF funding through Noyce and are engaged in addressing research questions related to these endeavours\"-- Provided by publisher.

This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts. Mathematics and science education has been slow to respond to issues of diversity and equity. Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy helps to begin a network for support and collaboration among teacher educators in science and mathematics who work for multicultural education and equity. A unique and much-needed contribution, this book is an essential resource for teacher educators, K-12 teachers who work as student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses. Contents: Foreword. Preface. A.J. Rodriguez, Teachers' Resistance to Ideological and Pedagogical Change: Definitions, Theoretical Framework, and Significance. A.J. Rodriguez, Using Sociotransformative Constructivism to Respond to Teachers' Resistance to Ideological and Pedagogical Change. R.S. Kitchen, Making Equity and Multiculturalism Explicit to Transform Mathematics Education. M.B. Barnes, L.W. Barnes, Using Inquiry Processes to Investigate Knowledge, Skills, and Perceptions of Diverse Learners: An Approach to Working With Prospective and Current Science Teachers. J. Leonard, S.J. Dantley, Breaking Through the Ice: Dealing With Issues of Diversity in Mathematics and Science Education Courses. A. Luykx, P. Cuevas, J. Lambert, O. Lee, Unpacking Teachers' \"Resistance\" to Integrating Students' Language and Culture Into Elementary Science Instruction. T.K. Dunn, Engaging Prospective Teachers in Critical Reflection: Facilitating a Disposition to Teach Mathematics for Diversity. P.W.U. Chinn, \"Eh, Mus' Be Smart Class\": Race, Social Class, Language, and Access to Academic Resources. J. Moore, Transformative Mathematics Pedagogy: From Theory to Practice, Research, and Beyond. R. Yerrick, Seeing IT in the Lives of Children: Strategies for Promoting Equitable Practices Among Tomorrow's Science Teachers. J. Ensign, Helping Teachers Use Students' Home Cultures in Mathematics Lessons: Developmental Stages of Becoming Effective Teachers of Diverse Students. C. Brandt, Examining the \"Script\" in Science Education: Critical Literacy in the Classroom. \"Much has been written about teachers’ resistance to change and practices that \"work.\" In contrast to books that describe teachers’ experiences, Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy provides models that can be used by methods and content instructors to elicit conversations about supporting diverse students in the classroom. \"-- Jo Clay Olson, Journal for Research in Mathematics Education , July 2009

Dominant conceptions in the field of education position teacher development and teaching as linear, cause and effect transactions completed by teachers as isolated, autonomous actors. Yet rhizomatics, an emergent non-linear philosophy created by Gilles Deleuze and Felix Guattari, offers a perspective that counters these assumptions that reduce the complexity of classroom activity and phenomena. In Becoming-Teacher: A Rhizomatic Look at First-Year Teaching, Strom and Martin employ rhizomatics to analyze the experiences of Mauro, Bruce, and June, three first-year science teachers in a highly diverse, urban school district. Reporting on the ways that they constructed their practices during the first several months of entry into the teaching profession, authors explore how these teachers negotiated their pre-professional learning from an inquiry and social-justice oriented teacher residency program with their own professional agendas, understandings, students, and context. Across all three cases, the work of teaching emerged as jointly produced by the activity of multiple elements and simultaneously shaped by macro- and micropolitical forces. This innovative approach to investigating the multiple interactions that emerge in the first year of teaching provides a complex perspective of the role of preservice teacher learning and the non-linear processes of becoming-teacher. Of interest to teachers, teacher educators, and education researchers, the cases discussed in this text provide theoretically-informed analyses that highlight means of supporting teachers in enacting socially-just practices, interrupting a dominant educational paradigm detrimental to students and teachers, and engaging with productive tools to theorize a resistance to the neoliberal education movement at the classroom level.

The Nature of Science is highly topical among science teacher educators and researchers. Increasingly, it is a mandated topic in state curriculum documents. This book draws together recent research on Nature of Science studies within a historical and philosophical framework suitable for students and teacher educators. Traditional science curricula and textbooks present science as a finished product. Taking a different approach, this book provides a glimpse of \"science in the making\" - scientific practice imbued with arguments, controversies, and competition among rival theories and explanations. Teaching about \"science in the making\" is a rich source of motivating students to engage creatively with the science curriculum. Readers are introduced to \"science in the making\" through discussion and analysis of a wide range of historical episodes from the early 19th century to early 21st century. Recent cutting-edge research is presented to provide insight into the dynamics of scientific progress. More than 90 studies from major science education journals, related to nature of science are reviewed. A theoretical framework, field tested with in-service science teachers, is developed for moving from 'science in the making' to understanding the Nature of Science.

The arrival of the Next Generation Science Standards (NGSS) makes it the ideal time to kick-start your professional development program, and this ambitious book is the perfect source of inspiration to help you do so. The book’s emphasis is on developing highly effective teachers who are expected to improve student achievement in STEM education; its focus is on research-based models underlying systemic reform efforts across the nation. The book highlights several successful programs and provides forward-looking insights into the needed professional development surrounding the NGSS.