Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design

Jeffrey Nordine; Stefan Sorge; Ibrahim Delen; Robert Evans; Kalle Juuti; Jari Lavonen; Pernilla Nilsson; Mathias Ropohl; Matthias Stadler

doi:10.1080/1046560X.2021.1902631

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Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design

Journal article

Open access

Peer reviewed

Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design

Jeffrey Nordine, Stefan Sorge, Ibrahim Delen, Robert Evans, Kalle Juuti, Jari Lavonen, Pernilla Nilsson, Mathias Ropohl and Matthias Stadler

Journal of science teacher education, Vol.32(8), pp.911-933

2021

DOI: 10.1080/1046560X.2021.1902631

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Abstract

Recent research and reform efforts in science education have consistently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons. Yet, this type of instruction remains uncommon in schools. We argue that science teacher education has the potential to play a powerful role in promoting coherent science instruction in schools, but to reach this potential, science teacher education programs themselves must be coherent. Based on existing literature and our work in an international collaboration focused on effective practices in science teacher education, we identify key features of coherent science teacher education programs and present a new model that we refer to as the Science Teacher Education Programmatic Coherence (STEP-C) model. The STEP-C model illustrates how key elements of science teacher education are situated relative to each other, potentially serving as a powerful tool for program design.

Coherence

program design

teacher knowledge

Details

Title: Subtitle: Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design
Creators: Jeffrey Nordine - Leibniz Institute for Science and Mathematics Education
Stefan Sorge - Leibniz Institute for Science and Mathematics Education
Ibrahim Delen - Usak University
Robert Evans - University of Copenhagen
Kalle Juuti - University of Helsinki
Jari Lavonen - University of Helsinki
Pernilla Nilsson - Halmstad University
Mathias Ropohl - University of Duisburg-Essen
Matthias Stadler - University of Bergen
Resource Type: Journal article
Publication Details: Journal of science teacher education, Vol.32(8), pp.911-933
DOI: 10.1080/1046560X.2021.1902631
ISSN: 1046-560X
eISSN: 1573-1847
Publisher: Routledge
Grant note: name: European Commission Erasmus+ Program, award: #2017-1-DE03-KA201-035669
Language: English
Date published: 2021
Academic Unit: Teaching and Learning
Record Identifier: 9984371101202771

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