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.
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