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Why Domain-Specific Science Knowledge Matters In Teacher Certification: Focusing On Evidence For Effective Science Teaching, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler
Why Domain-Specific Science Knowledge Matters In Teacher Certification: Focusing On Evidence For Effective Science Teaching, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The landscape of teacher preparation is complex. From a research perspective, how to prepare teachers presents as a multilevel, multivariable puzzle. For decades, federal and state policymakers, educational researchers, and administrators, along with teacher education institutions, school districts, and other stakeholders have tried to determine and measure the key malleable factors that result in effective teaching (NRC, 2010).
Periodically, state departments of education review secondary science teaching endorsement policy guidelines. As revisions occur, teacher educators in higher education and district administrators need to engage in a multidisciplinary discussion about:
1. the ways in which strong domain-specific science content knowledge contributes …