Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design
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Promoting Coherent Science Instruction through Coherent Science Teacher Education : A Model Framework for Program Design. / Nordine, Jeffrey; Sorge, Stefan; Delen, Ibrahim; Evans, Robert; Juuti, Kalle; Lavonen, Jari; Nilsson, Pernilla; Ropohl, Mathias; Stadler, Matthias.
In: Journal of Science Teacher Education, Vol. 32, No. 8, 2021, p. 911-933.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Promoting Coherent Science Instruction through Coherent Science Teacher Education
T2 - A Model Framework for Program Design
AU - Nordine, Jeffrey
AU - Sorge, Stefan
AU - Delen, Ibrahim
AU - Evans, Robert
AU - Juuti, Kalle
AU - Lavonen, Jari
AU - Nilsson, Pernilla
AU - Ropohl, Mathias
AU - Stadler, Matthias
N1 - Publisher Copyright: © 2021 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2021
Y1 - 2021
N2 - Recent research and reform efforts in science education have consistently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons. Yet, this type of instruction remains uncommon in schools. We argue that science teacher education has the potential to play a powerful role in promoting coherent science instruction in schools, but to reach this potential, science teacher education programs themselves must be coherent. Based on existing literature and our work in an international collaboration focused on effective practices in science teacher education, we identify key features of coherent science teacher education programs and present a new model that we refer to as the Science Teacher Education Programmatic Coherence (STEP-C) model. The STEP-C model illustrates how key elements of science teacher education are situated relative to each other, potentially serving as a powerful tool for program design.
AB - Recent research and reform efforts in science education have consistently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons. Yet, this type of instruction remains uncommon in schools. We argue that science teacher education has the potential to play a powerful role in promoting coherent science instruction in schools, but to reach this potential, science teacher education programs themselves must be coherent. Based on existing literature and our work in an international collaboration focused on effective practices in science teacher education, we identify key features of coherent science teacher education programs and present a new model that we refer to as the Science Teacher Education Programmatic Coherence (STEP-C) model. The STEP-C model illustrates how key elements of science teacher education are situated relative to each other, potentially serving as a powerful tool for program design.
KW - Coherence
KW - program design
KW - teacher knowledge
U2 - 10.1080/1046560X.2021.1902631
DO - 10.1080/1046560X.2021.1902631
M3 - Journal article
AN - SCOPUS:85104461839
VL - 32
SP - 911
EP - 933
JO - Journal of Science Teacher Education
JF - Journal of Science Teacher Education
SN - 1046-560X
IS - 8
ER -
ID: 274620091