CHAPTER 37
Learning to Teach Science
Queen's University, Canada
We write as teacher educators who are passionate about improving teacher education. As teaching becomes increasingly complex, those learning to teach science deserve all the help we can provide. We argue here that such help involves much more than the transfer of insights derived from research on science teaching and science teacher education. Teacher education is also becoming more complex, and therein lies part of our challenge. In this chapter we draw on our experiences as teacher educators to inform our accounts and interpretations of research related to learning to teach science.
One of the most striking observations we can offer concerns the extent ...
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