Educating Teachers Science, Mathematics, and Technology New Practices for the New Millennium
Buku ini pertama kali diterbitkan Tahun 2001 oleh National Academy Press, Washington, DC
Judul: Educating Teachers Science, Nathematics, and Technology
New Practices for the New Millennium
Pengarang: Committee on Science and Mathematics Teacher Preparation
Penerbit: National Academy Press, Washington, DC
Tahun: 2001
Jumlah Halaman: 232 hal.
Editor:
Committee on Science and Mathematics Teacher Preparation
Herbert K. Brunkhorst, California State University, San Bernardino, Co-Chair
W. J. (Jim) Lewis, University of Nebraska-Lincoln, Co-Chair
Toby Caplin, Cambridge, MA, Public Schools
Rodney L. Custer, Illinois State University
Penny J. Gilmer, Florida State University
Martin L.Johnson, University of Maryland
Harvey B. Keynes, University of Minnesota
R. Heather Macdonald, College of William and Mary
Mark Saul, Bronxville, NY, Public Schools
M. Gail Shroyer, Kansas State University
Larry Sowder, San Diego State University
Dan B. Walker, San Jose State University
Vivianlee Ward, Genentech, Inc.
Lucy West, Community School District 2, New York City
Susan S. Wood, J. Sargeant Reynolds Community College
Lingkup Pembahasan:
Buku ini terdiri atas 7 bagian. Bagian 1 mengemukakan pendahuluan dan konteks diantaranya adalah Gerakan Reformasi Pendidikan: Tantangan, Rintangan untuk Perubahan Pendidikan Guru, Meningkatkan Harapan untuk Pengajaran dan Pembelajaran. Bagian 2 Kontinum (Rangkaian Kesatuan) Guru Pendidikan Ilmu Pengetahuahn (Sains), Matematika, dan Teknologi: Permasalahan dan Isu. Bagian 3 Mengemukakan Pentingnya Mempersiapkan Sikap Kritis Guru untuk Menghadapi Siswa Belajar dan Prestasi. Bagian 4 Rekomendasi dari Profesi dan Disiplin. Bagian 5 Pendidikan Guru sebagai Kontinum Profresional.Bagian 6 Visi untuk Meningkatkan Pendidikan Guru dan Pengajaran Profesi. Bagian 7 Rekomendasi.
Daftar Isi:
FOREWORD ix
PREFACE xiii
DEDICATION xvii
ACKNOWLEDGMENTS xix
EXECUTIVE SUMMARY 1
Current Problems and Issues in Teacher Education and the Teaching Profession 1
The Evidence That High-Quality Teaching Matters 4
Teacher Education as a Professional Continuum 4
Vision and Recommendations 6
General Recommendations 10
Specific Recommendations 10
1 INTRODUCTION AND CONTEXT 15
The Reform Movement in Education: Current Challenges 16
Roadblocks to Changes in Teacher Education 22
Increasing Expectations for Teaching and Learning 24
Origins of the Study 27
2 THE CONTINUUM OF TEACHER EDUCATION IN SCIENCE, MATHEMATICS, AND
TECHNOLOGY: PROBLEMS AND ISSUES 30
Teacher Education Issues 31
The Teaching Profession 35
3 THE CRITICAL IMPORTANCE OF WELL-PREPARED TEACHERS FOR STUDENT
LEARNING AND ACHIEVEMENT 44
The Evidence That High-Quality Teaching Matters 45
Teacher Quality and General Student Achievement: Three Studies 47
Teacher Quality and Student Achievement in Science and Mathematics 49
The Importance of Teacher Certification 49
Data from National and International Tests 52
Content Preparation Is Critical for High-Quality Teaching in Science and Mathematics 55
The Nature and Importance of Content Knowledge in the Education of Teachers of Science and
Mathematics 59
4 RECOMMENDATIONS FROM THE PROFESSION AND THE DISCIPLINES 66
5 TEACHER EDUCATION AS A PROFESSIONAL CONTINUUM 72
Systemic Approaches to Improving Teacher Education 74
Some Exemplary Approaches to Teacher Education 75
The Effectiveness of PDS and Similar Collaborative Efforts in Improving Student Learning 77
Educating Elementary School Teachers in the Teaching of Science and Mathematics: Special
Considerations 79
6 A VISION FOR IMPROVING TEACHER EDUCATION AND THE TEACHING
PROFESSION 85
Teacher Education in the 21st Century 87
Articulation of the Vision 88
Articulation of the Committee’s Vision for Teacher Education 91
Institutional Leadership and Commitment 93
Changing Roles for Schools, Districts, and Higher Education in Teacher Education 96
Other Benefits of Partnerships for Teacher Education in Science and Mathematics 99
Financial Support for Partnerships for Teacher Education 104
Potential Obstacles to Sustaining an Effective Partnership for Teacher Education 105
7 RECOMMENDATIONS 109
General Recommendations 109
Recommendations for Governments 110
Recommendations for Collaboration Between Institutions of Higher Education and the K-12
Community 116
Recommendations for the Higher Education Community 118
Recommendations for the K-12 Community 124
Recommendations for Professional and Disciplinary Organizations 128
REFERENCES 131
APPENDIXES
A Standards for Teacher Development and Professional Conduct 143
B Overview of Content Standards from the National Science Education Standards and the Principles
and Standards for School Mathematics 148
C Overview of Teaching Standards from the National Science Education Standards and the Principles
and Standards for School Mathematics 154
D Examples of Local and Statewide Programs That Provide Ongoing Professional Development
Opportunities to Beginning and Experienced Teachers 159
E Examples of Formal and Informal Partnerships Between Institutions of Higher Education and School
Districts to Improve Teacher Education 164
F Biographical Sketches of Committee Members 177
GLOSSARY OF EDUCATION TERMS 185
INDEX 193
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