Science Teacher Education

Previously, Lesley was a professor of higher education in Curtin University's Science and Mathematics Education Centre where she served as Associate Director of the National Key Centre for School Science and Mathematics (Especially for ...

Science Teacher Education

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.

More Books:

Science Teacher Education
Language: en
Pages: 237
Authors: Sandra K. Abell
Categories: Science
Type: BOOK - Published: 2006-04-11 - Publisher: Springer Science & Business Media

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
Elementary Science Teacher Education
Language: en
Pages: 384
Authors: Ken Appleton
Categories: Education
Type: BOOK - Published: 2013-12-16 - Publisher: Routledge

Co-Published with the Association For Science Teacher Education. Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have that have in recent years shaped elementary science education pre-service courses and professional development, and practices that
Innovating Science Teacher Education
Language: en
Pages: 240
Authors: Mansoor Niaz
Categories: Education
Type: BOOK - Published: 2010-09-13 - Publisher: Routledge

How teachers view the nature of scientific knowledge is crucial to their understanding of science content and how it can be taught. This book presents an overview of the dynamics of scientific progress and its relationship to the history and philosophy of science, and then explores their methodological and educational
Self-Studies of Science Teacher Education Practices
Language: en
Pages: 206
Authors: Shawn M. Bullock, Tom Russell
Categories: Education
Type: BOOK - Published: 2012-03-20 - Publisher: Springer Science & Business Media

Part of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development. The material recognizes the paradox that lies between
Crossing Boundaries in Science Teacher Education
Language: en
Pages: 240
Authors: Klaus-Henning Hansen, Wolfgang Gräber, Manfred Lang
Categories: Education
Type: BOOK - Published: 2012 - Publisher: Waxmann Verlag

This book is based on the European Comenius project CROSSNET with eight case studies about innovation and science teacher education in six European countries. Guiding questions were how teachers, policy makers and teacher educators collaborate in the process of change and how local background projects respond to opportunities for the