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Science Teacher Education: From a Fractured System to a Seamless Continuum
Author(s) -
KAHLE JANE BUTLER,
KRONEBUSCH MARIE
Publication year - 2003
Publication title -
review of policy research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 45
eISSN - 1541-1338
pISSN - 1541-132X
DOI - 10.1046/j.1541-1338.2003.00040.x
Subject(s) - ideal (ethics) , state (computer science) , mathematics education , sociology , political science , pedagogy , computer science , psychology , law , algorithm
A discrepancy model is used to describe an ideal state of science teacher education, including undergraduate education, initial years of teaching, and lifelong professional development. Next, a description of the actual state of science teacher education provides a stark contrast with the ideal state. However, research reveals promising programs and practices that indicate ways to move from the actual to the ideal state. All phases of the discrepancy model—ideal, actual, and transition—are based upon findings in the literature. The types of policies and guidelines needed to reach the ideal state are delineated also. Although the recommendations will not “fix” science teacher education, they will—if widely implemented by districts and states—aleviate its most serious problems.