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Promoting coherent science instruction through coherent science teacher education : A model framework for program design. / Nordine, Jeffrey; Sorge, Stefan; Delen, Ibrahim; Evans, Robert; Juuti, Kalle; Lavonen, Jari; Nilsson, Pernilla; Ropohl, Mathias; Stadler, Matthias.

In: Journal of Science Teacher Education, Vol. 32, No. 8, 03.11.2021, p. 911-933.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Nordine, J, Sorge, S, Delen, I, Evans, R, Juuti, K, Lavonen, J, Nilsson, P, Ropohl, M & Stadler, M 2021, 'Promoting coherent science instruction through coherent science teacher education: A model framework for program design', Journal of Science Teacher Education, vol. 32, no. 8, pp. 911-933. https://doi.org/10.1080/1046560X.2021.1902631

APA

Nordine, J., Sorge, S., Delen, I., Evans, R., Juuti, K., Lavonen, J., Nilsson, P., Ropohl, M., & Stadler, M. (2021). Promoting coherent science instruction through coherent science teacher education: A model framework for program design. Journal of Science Teacher Education, 32(8), 911-933. https://doi.org/10.1080/1046560X.2021.1902631

Vancouver

Nordine J, Sorge S, Delen I, Evans R, Juuti K, Lavonen J et al. Promoting coherent science instruction through coherent science teacher education: A model framework for program design. Journal of Science Teacher Education. 2021 Nov 3;32(8):911-933. https://doi.org/10.1080/1046560X.2021.1902631

Author

Nordine, Jeffrey ; Sorge, Stefan ; Delen, Ibrahim ; Evans, Robert ; Juuti, Kalle ; Lavonen, Jari ; Nilsson, Pernilla ; Ropohl, Mathias ; Stadler, Matthias. / Promoting coherent science instruction through coherent science teacher education : A model framework for program design. In: Journal of Science Teacher Education. 2021 ; Vol. 32, No. 8. pp. 911-933.

BibTeX

@article{4604a81d8c284044a2deab1588ee99ea,
title = "Promoting coherent science instruction through coherent science teacher education: A model framework for program design",
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.",
keywords = "Professional competencies of pre-school and school teachers, Coherence, program design, teacher knowledge",
author = "Jeffrey Nordine and Stefan Sorge and Ibrahim Delen and Robert Evans and Kalle Juuti and Jari Lavonen and Pernilla Nilsson and Mathias Ropohl and Matthias Stadler",
year = "2021",
month = nov,
day = "3",
doi = "10.1080/1046560X.2021.1902631",
language = "English",
volume = "32",
pages = "911--933",
journal = "Journal of Science Teacher Education",
issn = "1046-560X",
publisher = "Taylor & Francis",
number = "8",

}

RIS

TY - JOUR

T1 - Promoting coherent science instruction through coherent science teacher education

T2 - A model framework for program design

AU - Nordine, Jeffrey

AU - Sorge, Stefan

AU - Delen, Ibrahim

AU - Evans, Robert

AU - Juuti, Kalle

AU - Lavonen, Jari

AU - Nilsson, Pernilla

AU - Ropohl, Mathias

AU - Stadler, Matthias

PY - 2021/11/3

Y1 - 2021/11/3

N2 - 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.

AB - 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.

KW - Professional competencies of pre-school and school teachers

KW - Coherence

KW - program design

KW - teacher knowledge

U2 - 10.1080/1046560X.2021.1902631

DO - 10.1080/1046560X.2021.1902631

M3 - Journal article

VL - 32

SP - 911

EP - 933

JO - Journal of Science Teacher Education

JF - Journal of Science Teacher Education

SN - 1046-560X

IS - 8

ER -

ID: 1410505