Overview
- Makes a unique and powerful contribution to science teacher education by bridging the long-standing research-practice gap
- Presents several different but equally valid arrangements whereby teacher educators have returned to K-12 teaching
- Identifies common themes and implications for science teacher education and science teaching practice?
Part of the book series: ASTE Series in Science Education (ASTE, volume 1)
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Table of contents(21 chapters)
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Introduction
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K-12 Teaching with No Ties to University
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K-12 Teaching During University Sabbatical
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K-12 Teaching in a Summer Program
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K-12 Teaching While University Professor
About this book
Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention.
Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educators who stepped away from their traditional role and entered the classroom to teach children and adolescents in public schools and informal settings. It details the practical and theoretical insights that these members of the Association of Science Teacher Educators (ASTE) earned from experiences ranging from periodic guest teaching to full-time engagement in the teaching role.
Science Teacher Educators as K-12 Teachers shows science teacher educators as professionals engaged in reflective analysis of their beliefs about and experiences with teaching children or adolescents science. With their ideas about instruction andlearning challenged, these educators became more aware of the circumstances today's teachers face. Their honest accounts reveal that through teaching children and adolescents, teacher educators can also renew themselves and expand their identities as well as their understanding of themselves in the profession and in relation to others.
Science Teacher Educators as K-12 Teachers will appeal to all those with an interest in science education, from teacher educators to science teachers, as well as teacher educators in other disciplines. Its narratives and insights may even inspire more teacher educators to envision new opportunities to serve teachers, K-12 learners and the local community through a variety of teaching arrangements in public schools and informal education settings.
Reviews
From the reviews:
“This book offers a wide variety of case studies describing the experiences of US academic teacher trainers. … While this book is exclusively focused on the US school system, the broad backgrounds of its authors ensures that most people would gain some benefit from it, especially those in the teacher training profession. … gives a fascinating anecdotal insight into the US school and university system.” (Charles Harrison, Education in Chemistry, February, 2014)
Editors and Affiliations
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Department of Biology and Physics, Kennesaw State University, Kennesaw, USA
Michael Dias
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Department of Curriculum and Teaching, Auburn University, Auburn, USA
Charles J. Eick
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Department of Instructional Technology, Kennesaw State University, Kennesaw, USA
Laurie Brantley-Dias
Bibliographic Information
Book Title: Science Teacher Educators as K-12 Teachers
Book Subtitle: Practicing what we teach
Editors: Michael Dias, Charles J. Eick, Laurie Brantley-Dias
Series Title: ASTE Series in Science Education
DOI: https://doi.org/10.1007/978-94-007-6763-8
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2014
Hardcover ISBN: 978-94-007-6762-1Published: 22 July 2013
Softcover ISBN: 978-94-017-8371-2Published: 08 February 2015
eBook ISBN: 978-94-007-6763-8Published: 08 July 2013
Series ISSN: 2214-5435
Series E-ISSN: 2214-5443
Edition Number: 1
Number of Pages: IX, 322