Sunday, October 5, 2014

Educating Teachers Science, Mathematics, and Technology New Practices for the New Millennium






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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