Science: Teaching School Subjects 11-19

by Vanessa Kind (Editor), Keith Taber (Editor)

Overview

In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach.

Divided into three sections the book covers:

• framing the subject - defining subject knowledge and focusing on questions about science as a school subject
• teaching the subject - looking at pedagogical, curricular and pupil knowledge
• science within the professional community - focusing on the place of science within the wider curriculum and the teaching community.

This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.

Product Details

ISBN-13:	9781134226832
Publisher:	Taylor & Francis
Publication date:	05/13/2005
Series:	Teaching School Subjects 11-19
Sold by:	Barnes & Noble
Format:	eBook
Pages:	304
Sales rank:	464,887
File size:	1 MB

About the Author

Vanessa Kind, Keith Taber

Table of Contents

Part I: Science as a school subject. Part II: Teaching Science in the secondary school. Part III: Reflecting on science learning: the place of educational research.

Editorial Reviews

'Overall, the book offers a clear and helpful frame for conceptualizing a view of the professional science teacher as one who embraces the notion of recognizing personal agency and responsibility in both the construction of knowledge for science teaching and the construction of knowledge about science teaching.' – International Journal of Science Education Vol. 28, No. 12, 6 October 2006

'A text such as this can provide a stimulus for critical reflection on issues that confront science teachers and nurture their professional learning. Obvious potential readers of this book are preservice/beginning science teachers and their teacher educator/mentors, although possible other audiences include students beginning graduate study in science education.' – International Journal of Science Education Vol. 28, No. 12, 6 October 2006

'Overall, the book offers a clear and helpful frame for conceptualizing a view of the professional science teacher as one who embraces the notion of recognizing personal agency and responsibility in both the construction of knowledge for science teaching and the construction of knowledge about science teaching.'

- International Journal of Science Education Vol. 28, No. 12, 6 October 2006

'A text such as this can provide a stimulus for critical reflection on issues that confront science teachers and nurture their professional learning. Obvious potential readers of this book are preservice/beginning science teachers and their teacher educator/mentors, although possible other audiences include students beginning graduate study in science education.'

- International Journal of Science Education Vol. 28, No. 12, 6 October 2006

From the Publisher