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001 978-94-007-6763-8
003 DE-He213
005 20140220082528.0
007 cr nn 008mamaa
008 130708s2014 ne | s |||| 0|eng d
020 _a9789400767638
_9978-94-007-6763-8
024 7 _a10.1007/978-94-007-6763-8
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPD
_2bicssc
072 7 _aSCI063000
_2bisacsh
082 0 4 _a507.1
_223
100 1 _aDias, Michael.
_eeditor.
245 1 0 _aScience Teacher Educators as K-12 Teachers
_h[electronic resource] :
_bPracticing what we teach /
_cedited by Michael Dias, Charles J. Eick, Laurie Brantley-Dias.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2014.
300 _aIX, 322 p. 63 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aASTE Series in Science Education,
_x2214-5435 ;
_v1
505 0 _aIntroduction, Kathy Cabe Trundle -- Practicing What We Teach, Michael Dias -- K-12 Teaching with no Ties to University -- Policy and the Planned Curriculum: Teaching High School Biology Every Day, Carolyn S. Wallace -- Get Real! Walking the Walk to Inform Talking the Talk: Full-time Teaching in an Urban High School, Paul Jablon -- The Nail in the Coffin: How Returning to the Classroom Killed My Belief in Schooling (But Not in Public Education), Don Duggan-Haas -- K-12 Teaching During University Sabbatical -- Becoming an Elementary Teacher of Nature of Science: Lessons Learned for Teaching Elementary Science, Valarie L. Akerson, Ingrid S. Weiland, Vanashri Nargund-Joshi, Khemmawadee Pongsanon -- A Sabbatical as a Middle Grades Science Teacher: Building New Practical Knowledge for Practice, Charles J. Eick -- Ten Years Out: The Long-Term Benefits of a Year Working as a Physical Science Teacher, Lee Meadows -- Elementary Science Teaching, Then and Now, Edward L. Shaw, Jr -- Being Ready to Learn: My Experience Differentiating Science with Third Graders, Mark Guy -- K-12 Teaching in a Summer Program -- Science Teacher Educator’s Partnership Experiences Teaching Urban Middle School Students in Multiple Informal Settings, Sherri L. Brown -- Differentiating through Problem-Based Learning: Learning to ExploreMore! with Gifted Students, Neporcha Cone, Bongani Bantwini, Ethel King-McKenzie, Barry Bogan -- Learning from Fourth and Fifth Graders in a Summer School for English Language Learners, Molly H. Weinburgh, Cecilia Silva, Kathy Smith -- K-12 Teaching While University Professor -- Teaching High School Chemistry as a University Science Educator: One Small Investment with a Significant Return, MaryKay Orgill, Patricia M. Friedrichsen -- Improving Theories and Practices Through Collaborative Self-studies of Urban Science Teaching and Learning, Kenneth Tobin -- K-12 Teaching as Professor in Coteaching Role -- Gaining a New Perspective: Co-Teaching with Elementary Pre-Service Teachers,  Leslie U. Bradbury -- Reestablishing the Role of the University Professor in the Laboratory School: Re-tooling in An Elementary Classroom, Kimberly Lott -- Improving Science Teacher Education Practice: Influence from Professional Development School Involvement, G. Nathan Carnes -- Final Thoughts -- Teaching Youth Again: Reflecting on Renewal, Charles J. Eick, Laurie Brantley-Dias, Michael Dias -- Closing, Jack Hassard.
520 _aScience teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention. Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educators who stepped away from their traditional role and entered the classroom to teach children and adolescents in public schools and informal settings. It details the practical and theoretical insights that these members of the Association of Science Teacher Educators (ASTE) earned from experiences ranging from periodic guest teaching to full-time engagement in the teaching role. Science Teacher Educators as K-12 Teachers shows science teacher educators as professionals engaged in reflective analysis of their beliefs about and experiences with teaching children or adolescents science. With their ideas about instruction and learning challenged, these educators became more aware of the circumstances today's teachers face. Their honest accounts reveal that through teaching children and adolescents, teacher educators can also renew themselves and expand their identities as well as their understanding of themselves in the profession and in relation to others. Science Teacher Educators as K-12 Teachers will appeal to all those with an interest in science education, from teacher educators to science teachers, as well as teacher educators in other disciplines. Its narratives and insights may even inspire more teacher educators to envision new opportunities to serve teachers, K-12 learners and the local community through a variety of teaching arrangements in public schools and informal education settings.
650 0 _aEducation.
650 0 _aScience
_xStudy and teaching.
650 1 4 _aEducation.
650 2 4 _aScience Education.
650 2 4 _aTeaching and Teacher Education.
700 1 _aEick, Charles J.
_eeditor.
700 1 _aBrantley-Dias, Laurie.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400767621
830 0 _aASTE Series in Science Education,
_x2214-5435 ;
_v1
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-6763-8
912 _aZDB-2-SHU
999 _c93871
_d93871