Model science teacher preparation programs : an international comparison of what works
著者
書誌事項
Model science teacher preparation programs : an international comparison of what works
Information Age Publishing, c2017
- : pbk
- : hardcover
大学図書館所蔵 全1件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references
内容説明・目次
内容説明
This volume will focus on a much need comparison of science teacher preparation from around the world. In recent times (last 5 years) much has been written and communicated both in the popular press and within the annals of research oriented publications about the performance of students international in math and science. Although not a new discussion or debate, many countries are held as exemplars in how they educate their youth and subsequently how they educate their teachers. Given this situation and given the fact that there is ample evidence to show that some countries youth perform better on tests such as the Program for International Student Assessment (PISA) and we know that teacher significantly contribute to the performance of students, it is time that we look at the specific attributes of teacher preparation worldwide. Although this volume will not look at every country that is in the comparator group for PISA and other measures, we have contacted over 18 potential authors in the same number of countries in which there is ample evidence to show successes regarding student performance and quality teacher preparation programs. The intent of the book is not just to report on the i?1/2successi?1/2 of each nation. Rather the intent is to ask authors to take a critical look at the process by which science teachers are educated and share with the reader both the positive and negative aspects of such preparation programs. For all 15 contributed chapters, the editors have analyzed each and from this constructed from the i?1/2datai?1/2 an analysis and report in a final chapter on the exemplary qualities from various nations and make specific recommendations regarding science teacher preparation for the global community.
目次
Introduction, Jon E. Pedersen, Tetsuo Isozaki, and Toshihide Hirano.
Science Teacher Education: A Multi?Country Comparison-United Kingdom, Paul Davies and Ruth Amos.
Science Teacher Preparation in Germany, KnutNeumann, Hendrik Hartig, Ute Harms, and Ilka Parchmann.
Secondary Science Teacher Education in Finland, Jouni Viiri and Tiina Silander.
Evolution of the Aims of French Science Teacher Training: Tensions of Implementation, MagaliFuchs?Gallezot and Maryline Coquide.
Science Teacher Education in Portugal: From National and Institutional Requirements to the Nature of the Preparation of Teachers, Luis Marques and Nilza Costa.
Science Teacher Preparation inTurkey, Hakan Turkmen.
Science Teacher Education: A Multi?Country Comparison of the Israeli System-Critical Look, Nir Orion.
Canada: An Overview of Secondary Science Teacher Education Programs, Christine Tippett and Todd Milford.
National Requirements for Secondary Science Preparation, Elizabeth Allan.
Science Teacher Education in Argentina, Melina Furman and Mariana Luzuriaga.
Secondary Science Teacher Education in Australia, Mihye Won, Mark Hackling, andDavid F. Treagust.
Secondary Science Teacher Preparation in the People's Republic of China, Sudong Pan and Xiaoting Yue.
Secondary Science Teacher Education of South Korea, Jongseok Park and Kew?Cheol Shim.
Secondary ScienceTeacher Education/Training in Japan, Tetsuo Isozaki and Takuya Ochi.
International Comparison of Science Teacher Preparation: Various Challenges in Different Contexts, Toshihide Hirano and Jon E. Pedersen.
About the Editors.
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