The Status of Preservice Science Teacher Education: A Global Perspective

2015 ◽  
Vol 26 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Norman G. Lederman ◽  
Judith S. Lederman
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teacher Education ◽  
Global Perspective ◽  
Preservice Science Teacher ◽  
The Status ◽  
Preservice Science Teacher Education

scholarly journals Exploring emotional climate in preservice science teacher education

2013 ◽  
Vol 8 (3) ◽  
pp. 529-552 ◽  
Author(s):  
Alberto Bellocchi ◽  
Stephen M. Ritchie ◽  
Kenneth Tobin ◽  
Maryam Sandhu ◽  
Satwant Sandhu
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teacher Education ◽  
Emotional Climate ◽  
Preservice Science Teacher ◽  
Preservice Science Teacher Education

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

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