Handbook of Research on Science Teacher Education

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.

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