Section 1: Engaging in Science Teacher Education Research

Section Editor: Julie A. Luft

The Importance of Research in Science Teacher Education

Sibel Erduran and Liam Guilfoyle

The Contribution of Large Educational Surveys to Science Teacher Education Research

Robert H. Tai, Joseph Taylor, Vijay Reddy, and Eric R. Banilower

Qualitatively Conducting Teacher Education Research

Felicia Moore Mensah and Jessica L. Chen

Mixed Methods Research on Science Teacher Education

Gayle A. Buck and Francesca A. Williamson

Towards Justice: Designing for a Rightful Presence as a Lens for Science Teacher Education Research

Angela Calabrese-Barton, Edna Tan, Kathleen Schenkel, and Aerin Benavides

Section 2: Initial Science Teacher Education - Core Areas

Section Editor: Sarah Carrier

Preparing Early Childhood Teachers to Support Young Children’s Equitable Science Sensemaking

Carla Zembal-Saul, Christina Siry, Sabela F. Monteira, and Frances Nebus Bose

Well-Started Beginners: Preparing Elementary Teachers for Rigorous, Consequential, Just, and Equitable Science Teaching

Elizabeth A. Davis and Christa Haverly

Research on Secondary Science Teacher Preparation

Todd Campbell, Ron Gray, Xavier Fazio, and Jan van Driel

Understanding the Role of Field Experiences in Preservice Science Teacher Preparation

David Stroupe

Recent Trends in Science Education Research on Mentoring Pre-Service Teachers

Leslie U. Bradbury

Alternative Pathways to Science Teaching: Approaches and Impacts

Elizabeth Edmondson, Alison Dossick, Smadar Donitsa-Schmidt, Yehudit Judy Dori,

Christine Ure, and Christel Balck

Section 3: Initial Teacher Preparation – Situated Aspects

Section Editor: David F. Jackson

Preservice Science Teacher Education Around the Globe: Trends, Challenges, and Future Directions

Hernán Cofré, Claudia Vergara, David Santibáñez, and José Pavez

Partnerships in K-12 Preservice Science Teacher Education

Andrew Gilbert and Linda Hobbs

The Magic of Informal Settings: A Literature Review of Partnerships and Collaborations that Support Preservice Science Teacher Education Across the Globe

Natasha Cooke-Nieves, Jamie Wallace, Preeti Gupta, and Elaine Howes

Discursive Practices in Initial Science Teacher Education

Mercè Izquierdo, Ainoa Marzábal, Cristian Merino, Valeria Cabello, Patricia Moreira, Luigi Cuellar, Virginia Delgado, Franklin Manrique, and Macarena Soto

The Role of Emerging Technologies in Science Teacher Preparation

Gina Childers and Rebecca Hite

Policy in K-12 Science Teacher Preparation: Uniformity and Diversity from International Perspectives

Cheng Liu, Wenyuan Yang, and Enshan Liu

Section 4: Science Teacher Continuing Professional Development

Section Editor: Lauren Madden

The Learning Opportunities of Newly Hired Teachers of Science

Shannon L. Navy, Julie A. Luft, and Audrey Msimanga

Science Teacher Leadership: The Current Landscape and Paths Forward

Brooke A. Whitworth, Julianne A. Wenner, and Dorit Tubin

Professional Development of Science Teachers for Inquiry Instruction

Umesh Ramnarain, Daniel Capps, and Ying-Shao Hsu

A Literature Review of Global Perspectives on the Professional Development of Culturally Responsive Science Teachers

Julie C. Brown, Rose M. Cringle, and Nihat Kotluk

Professional Learning Communities Across Science Teachers’ Careers: The Importance of Differentiating Learning

Ron Blonder and Vicki Vescio

Digital Technologies and Professional Learning of Science Teachers: A Technological Pedagogical Content Knowledge (TPACK) Perspective

Seng Chee Tan, Tang Wee Teo, and Chin-Chung Tsai

Section 5: Science Teacher Education -Central Tenets

Section Editor: Soonhye Park

Science Teacher Professional Knowledge and Its Relationship to High-Quality Science Instruction

Vanessa Kind, Soonhye Park, and Kennedy Kam Ho Chan

Indigenous Knowledge in Science Education: Implications for Teacher Education

Josef de Beer, Neal Petersen, and Meshach Ogunniyi

Action research: A Promising Strategy for Science Teacher Education

Allan Feldman, Nadja Belova, Ingo Eilks, Marika Kapanadze, Rachel Mamlok-Naaman,

Franz Rauch, and Mehmet Fatih Taşar

Including All Learners through Science Teacher Education

Michele Hollingsworth Koomen, Sami Kahn, and Teresa Shume

The Role of Teacher Education in Teaching Science to Emergent Bilingual Learners

Edward G. Lyon and Sara Tolbert

Educative Curriculum Materials and Their Role in the Learning of Science Teachers

Melina Furman, Mariana Luzuriaga, Margarita Gomez, and Mauricio Duque

Section 6: Science Teacher Education – Emerging Areas

Section Editor: Rachel Mamlok-Naaman

Learning to Teach Controversial Topics

Michael J. Reiss

Professional Identity as a Framework for Science Teacher Education and Professional Development

Dana Vedder-Weiss

Emotion and Science Teacher Education

Alberto Bellocchi and Arnau Amat

Learning to Teach Science from a Contextualized Stance

Michael Giamellaro, Kassandra L’Heureux, Cory Buxton, Marie-Claude Beaudry,

Jean-Philippe Ayotte-Beaudet, and Talal Alajmi

Learning in and Through Researcher-Teacher Collaboration

Carrie D. Allen, Sara C. Heredia, Eve Manz, and William (Bill) Penuel

Integrated STEM Teacher Education: An Opportunity for Promoting Equity

Erin E. Peters-Burton and Kelly L. Knight

About the Author

Julie A. Luft is Distinguished Research Professor, Athletic Association Professor of Mathematics and Science Education, and Adjunct Professor of Biochemistry and Molecular Biology at the University of Georgia, USA.

M. Gail Jones is Alumni Distinguished Graduate Professor of Science Education and Senior Research Fellow at the Friday Institute for Educational Innovation at North Carolina State University, USA.

Table of Contents

About the Author