Science Teacher Education: Issues and Proposals

Research in science teacher thinking and constructivist pedagogy calls for an expanded knowledge base of teaching, and raising the issue of teaching and understanding of such knowledge by students during teacher education. In the present paper we discuss certain recent studies concerning teachers’ knowledge base; besides we present and discuss a framework for developing and investigating courses in science teacher education; finally, in the third part, we present aspects of a case study illustrating the suggested framework.

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Learning from a Learning Study

Exploring the Set of Pedagogical Knowledge, from Pedagogy to Content

Practical Learning Resources and Teacher Education Strategies for understanding Nature of Science

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Author information

Authors and Affiliations

1. Aristotle University of Thessaloniki, Greece Dimitris Psillos
2. University of Western Macedonia, Greece Anna Spyrtou & Petros Kariotoglou

1. Dimitris Psillos