Subject Teaching And Teacher Education In The New Century

This 544-page book has 22 chapters prepared by experienced and renowned scholars and researchers from different parts of the world. Grouped into three sections- "Information Technology, Science and Mathematics", "Social Sciences and General Studies", and "Languages" - the chapters represent an important collection of international endeavours committed to facilitate the much needed paradigm shift in subject curriculum and pedagogy and reinforce the quest for a new knowledge base that can support the search for new conceptions, models, perspectives, innovations, and practices for teaching effectiveness and teacher development in different parts of the world. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested to reform education and teacher education in the new century.

This book focuses on current trends, potential challenges and further developments of teacher education and professional development from a theoretical, empirical and practical point of view. It intends to provide valuable and fresh insights from research studies and examples of best practices from Europe and all over the world. The authors deal with the strengths and limitations of different models, strategies, approaches and policies related to teacher education and professional development in and for changing times (digitization, multiculturalism, pressure to perform).

Teacher Subject Identity in Professional Practice focuses on a key, but neglected, element of a teacher’s identity: that of their subject expertise. Studies of teachers’ professional practice have shown the importance of a teacher’s identity and the extent to which it can affect their resilience, commitment and ultimately their effectiveness. Drawing upon narrative research undertaken with a range of teachers over a period of 14 years, the book explores how subject expertise can play a significant role in teacher identity, acting as a professional compass guiding teachers at all levels of their professional practice. It reveals powerful individual stories of meaning-making which highlight the dynamic importance of teachers’ subject expertise The book’s metaphor of a professional compass goes to the heart of teacher professionalism, and provides a valuable mechanism to enable teachers to respond to challenges they face in their daily practice. It enables teachers to consider the moral dimensions of their practice, and can constitute a significant component in professional formation and identity. Throughout the book the importance of subject expertise for teachers’ professional practice is explored at a range of scales: from the classroom to broad education policy, and at different stages of a teacher’s career which offers readers a deeper understanding of the importance of subject expertise for teachers. Teacher Subject Identity in Professional Practice makes a significant contribution to an under-researched area. It identifies the role and significance of teachers’ subject expertise as a dimension of their teacher identity. The book is key reading for teacher educators, policy makers and researchers with an interest in teachers’ professional development and practice.

This book provides a wide-ranging review of the current state of teacher education, with contributions by an international group of teacher educators. It focuses on issues confronting teacher educators today and in the coming decade, including the impact of globalization on the profession of teaching, and the need for teacher education to adapt to changing accountability requirements, and establish a set of minimum standards that qualify a person to teach.

There has been a dearth of studies on teacher educators using action research to improve their own practice. This book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research. This book presents a broad overview of a variety of methodologies that can be used to improve teacher preparation and professional development programs. It is a ‘must read’ book for those educators who are new to the college teaching profession and for those who are aspired to be outstanding and successful lecturers.

Science Education: A Global Perspective is ‘global’ both in content and authorship. Its 17 chapters by an assemblage of seasoned and knowledgeable science educators from many parts of the world seek to bring to the fore current developments in science education and their implications. The book thus covers a wide range of topics in science education from various national and international perspectives. These include the nature of science, science and religion, evolution, curriculum and pedagogy, context-based teaching and learning, science and national development, socially-responsible science education, equitable access for women and girls in science and technology education, and the benefits of science education research. It ends on an optimistic note by looking at science education in 50 years’ time with a recommendation, among others, for stakeholders to take the responsibility of preparing children towards a blossoming science education sector in an anticipated future world. This book is suitable for use by discerning researchers, teachers, undergraduate and postgraduate students in science education, and policy makers at all levels of education. Other educationalists and personnel in science and technology vocations will also find it interesting and useful as the reader-motivated approach has guided the presentation of ideas. Science Education: A Global Perspective is a rich compendium of the components of science education in context, practice, and delivery. Dr Bulent Cavas, Professor of Science Education, Dokuz Eylul Univerity, Buca-Izmir, Turkey/President-Elect, International Council of Associations for Science Education (ICASE) This book will be of immense relevance for current and future global strides in training and research in science education. Surinder K. Ghai, Chairman, Sterling Publishers Pvt. Ltd., New Delhi, India This book provides a refreshing insight into the current status and future direction of science education. It will be very useful to researchers, those pursuing undergraduate and post-graduate courses in science education, and all other personnel involved in the policy and practice of science education. Dr. Bennoit Sossou, Director/Country Representative, UNESCO Regional Office in Abuja, Nigeria

This edited volume is a state-of-the-art comparison of primary science education across six East-Asian regions; namely, the People’s Republic of China, Republic of Korea, Republic of China, Hong Kong SAR, Japan, and Singapore. While news of educational policies, classroom teaching, assessment, and other educational innovations here often surface in the international media, this book brings together for the first time relevant information regarding educational systems and strategies in primary science in East Asia. Above all, it is a readable yet comprehensive survey—readers would have an accurate sense of what has been accomplished, what has not worked so well, and what remains to be done. Invited experts in comparative education research and/or science education also provide commentary by discussing common themes across the six regions. These types of critical synoptic reviews add much value by enabling readers to understand broad commonalities and help synthesize what must surely be a bewildering amount of very interesting albeit confusing body of facts, issues, and policies. Education in East Asia holds many lessons (both positive and negative) to offer to the rest of the world to which this volume is a timely contribution to the literature.