Science Teacher Education

1. Front Matter

   Pages i-ix

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2. Introduction

   1. International Perspectives on Science Teacher Education

      • Sandra K. Abell

      Pages 3-6

3. Policy and Practice in International Science Teacher Education

   1. The Development of Preservice Elementary Science Teacher Education in Australia

      • Ken Appleton, Ian S. Ginns, James J. Watters

      Pages 9-29

   2. Reform in Science Teacher Education in Italy

      • Lidia Borghi, Anna De Ambrosis, Paolo Mascheretti

      Pages 31-43

   3. Science Teacher Preparation in Lebanon

      • Saouma BouJaoude

      Pages 45-74

   4. Science Teacher Education in Pakistan

      • Hafiz Muhammad Iqbal, Nasir Mahmood

      Pages 75-92

4. Making Sense of Science Teacher Learning

   1. Higher Order Thinking in Science Teacher Education in Israel

      • Yehudith Weinberger, Anat Zohar

      Pages 95-119

   2. Secondary Science Student Teaching Assessment Model

      • Kate A. Baird, Marilyn M. Brodie, Stuart C. Bevins, Pamela G. Christol

      Pages 121-140

   3. Thinking Like a Teacher

      • Sandra K. Abell, Amy M. Jacks

      Pages 141-153

5. Cross-Cultural Perspectives on Science Eacher Education

   1. A Meeting of Two Cultures

      • Janice Koch, Angela Calabrese Barton

      Pages 157-170

   2. International Partnerships as a Means of Reforming Science Teacher Education

      • Jon E. Pedersen, Ronald J. Bonnstetter, Marilu Rioseco, J. Mauro Briceno-Valero, Hernan Garcia, James O’Callaghan

      Pages 171-192

   3. International Science Educators’ Perceptions of Scientific Literacy

      • Deborah J. Tippins, Sharon E. Nichols, Lynn A. Bryan, Bah Amadou, Sajin Chun, Hideo Ikeda et al.

      Pages 193-221

6. Back Matter

   Pages 223-237

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Analysis of past developments in teacher education in Pakistan has shown that substantial progress has been made in this field. It has, however, been pointed out that education of science teachers still needs much improvement. At the present, there is an emergent need to meet the shortage of qualified science teachers and at the same time to bring qualitative improvements in the courses offered in teacher education institutions. First, we recommend that the 1-year duration of teacher preparation is grossly inadequate for all teaching courses, and should be lengthened, and the qualifications for entrance be increased. We believe that teaching must be made a graduate profession. For example, the basic qualification of primary school teachers for admission to teacher education institution should be increased. We recommend that PTC should be made a 12 + 2 year program. Similarly, CT, 12 + 3; B. Ed. , 14 + 2; B. S. Ed. , 12 + 4; M. A. Ed. , 14 + 3; and M. Ed. one year after B. Ed. or B. S. Ed. Secondly, we think the quality of instruction in teacher preparation programs should be improved. Most teachers in the teacher preparation institutions use the lecture method most of the time. Prospective teachers behave like passive listeners to their teachers. They do not participate in the teaching/ learning process. Some instructors even dictate their notes to the preservice teachers. When the teachers join schools, they behave the same way.

• education
• science
• science education
• teacher education
• teacher learning
• teacher preparation

• Purdue University, West Lafayette, USA

  Sandra K. Abell

Policies and ethics