Integrated mathematics and science teacher education courses: A modelling perspective

2006 ◽  
Vol 6 (2) ◽  
pp. 189-200 ◽  
Author(s):  
Scott Ashmann ◽  
Judith Zawojewski ◽  
Keith Bowman
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teacher Education ◽  
Integrated Mathematics ◽  
Education Courses ◽  
Mathematics And Science

Incorporating Social Justice Into Science Teacher Education Courses

2020 ◽  
pp. 208-224
Author(s):  
Seema Rivera ◽  
Amal Ibourk
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Instructional Strategies ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Teaching For Social Justice ◽  
Education Courses

In this chapter, the authors cover the importance and challenges of incorporating teaching for social justice in science teacher education courses. The chapter starts by providing an overview of the literature on social justice, specifically in science education, and define the terms social justice, equity, and diversity. Then, the authors, who are teacher educators from under-represented groups, share their own experiences about what led them to do social justice work. In addition, the authors present examples from their courses with their preservice teachers and instructional strategies they used. The chapter concludes with recommendations of ways in which we might consider implementing social justice practices in teacher preparation courses.

A Collaboration to Restructure Mathematics and Science Teacher Education

1992 ◽  
Vol 27 (3) ◽  
pp. 248-262 ◽  
Author(s):  
Harriett C. Bebout ◽  
Karen Jones ◽  
Kathryn V. Raftery ◽  
Shirley B. White ◽  
Janet C. Bobango ◽  
...  
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teacher Education ◽  
Mathematics And Science

scholarly journals Factors Related to the Quality of Computer Science Teacher Education Courses: A Public Data Analysis

2021 ◽  
Vol 29 ◽  
pp. 209-226
Author(s):  
Andre Menolli ◽  
Andrey Bragagnolo ◽  
Rafael Figueira Gonçalves ◽  
Joao Coelho Neto
Keyword(s):  
Teacher Education ◽  
Data Analysis ◽  
Science Teacher ◽  
Design Science ◽  
Science Teacher Education ◽  
Science Research ◽  
Design Science Research ◽  
Public Data ◽  
Education Courses

O pensamento computacional vem ganhando importância na Educação Básica, como instrumento para o desenvolvimento da aprendizagem, e os cursos de Informática, com foco na formação de professores, são responsáveis pela formação de profissionais para fomentá-la. Assim, utilizando o método Design Science Research, foi definido e implantado um método de análise de dados públicos. Uma vez que o método foi implantado, foram analisados dados de Instituições de Ensino Superior do Brasil e dados do Exame Nacional de Desempenho de Estudantes (ENADE). Explorou-se o perfil dos cursos e alunos de Licenciatura em Computação, com foco em compreender, como as diferentes constatações sobre esses cursos se relacionam com a qualidade do curso. Os resultados mostram que muitos fatores estão relacionados ao desempenho do curso no ENADE, tanto fatores associados aos alunos matriculados nos cursos, quanto fatores associados aos cursos e instituições. Por fim, este artigo apresenta uma visão geral dos cursos de formação de professores de informática no Brasil, considerando as qualidades do curso.

scholarly journals MAGDAIRE: A model to foster pre-service teachers' ability in integrating ICT and teaching in Taiwan

2012 ◽  
Vol 28 (6) ◽  
Author(s):  
Chun-Yen Chang ◽  
Yu-Ta Chien ◽  
Yueh-Hsia Chang ◽  
Chen-Yung Lin
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Science Teacher Education ◽  
Complex Interactions ◽  
Current State ◽  
Proposed Model ◽  
Information And Communication ◽  
Education Courses

<span>This report describes our efforts in fostering Taiwanese pre-service teachers' ability to integrate information and communication technology (ICT) and teaching. The current state of science teacher education and ICT policies in Taiwan are documented briefly. The course model, MAGDAIRE (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) is then introduced to counterbalance the insufficiency of the current teacher education courses in Taiwan. The model is subsequently employed to enhance a science teacher education course at National Taiwan Normal University (NTNU). The study conducted along with the course indicates that MAGDAIRE can significantly improve pre-service teachers' ICT knowledge and skills. Moreover, MAGDAIRE can significantly enhance pre-service teachers' sensitivity to the complex interactions between ICT, pedagogy, and subject matter. Some recommendations for employing the proposed model to enhance teacher education courses are discussed.</span>

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