Preservice science teacher education around the globe. Trends, challenges, and future directions

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dc.contributor.authorCofré, Hernán
dc.contributor.authorVergara, Claudia
dc.contributor.authorSantibáñez, David
dc.contributor.authorPavez, José Manuel
dc.coverage.spatialNew York, 2022en
dc.date.accessioned2022-10-12T11:47:31Z
dc.date.available2022-10-12T11:47:31Z
dc.date.issued2022-04-27
dc.description.abstractThis chapter describes and analyzes four of the most relevant aspects of preservice science teacher education (PSTE) around the world: routes and training systems; curricula; characteristics of practicums; and the relevance of research. According to analysis of more than 25 countries, we conclude that in Europe, programs move towards higher qualifications for teachers at a master’s degree level; while in Asian and American countries, shorter, more pragmatic, and pedagogy-based programs are the most common. In most countries, there still exists room for an increase in learning experiences focused on the development of pedagogical content knowledge, such as science methods courses and practicums.
dc.identifier.citationEn: Luft, Julie A. and Jones, M. Gail, M. Gail (eds). Handbook of Research on Science Teacher Education. New York: Routledge, 2022. p. 163-177.en
dc.identifier.doiDOI: 10.4324/9781003098478-15
dc.identifier.isbn9781003098478
dc.identifier.orcidhttps://orcid.org/0000-0001-7840-9138es
dc.identifier.urihttp://hdl.handle.net/20.500.12254/2570
dc.language.isoenen
dc.publisherRoutledgees
dc.sourceHandbook of Research on Science Teacher Educationen
dc.subject.otherPreservice teacheren
dc.subject.otherScience educationen
dc.subject.otherTeacher educationen
dc.titlePreservice science teacher education around the globe. Trends, challenges, and future directionsen
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