Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Contributor(s)

Eric J. Pyle

Document Type

Chapter

Publication Date

2018

Abstract

In order to fully engage with the vision of the Framework for K-12 Science Education and the NGSS, our nation needs a diverse and well prepared K-12 science teacher workforce. And in order for ESS to gain equal status with other sciences, the geoscience community must ensure that the K-12 science teacher workforce is adequately prepared to teach ESS core knowledge and practices. This is a challenging endeavor and complicated by the fact that the K-12 teacher education landscape is highly variable across institutions in terms of how much ESS content is included, how programs are structured, and how ESS fits into the larger institutional context. Teacher education exists in a complex landscape that involve many domains of research. This theme chapter focuses on teacher education research that most directly aligns to the undergraduate teaching and learning experience. Three grand challenges emerged from discussion and reflections on the existing literature and are poised to guide future research on undergraduate K-12 teacher education.

DOI

https://doi.org/10.25885/ger_framework/4

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