TEACHER EDUCATION: POLICY, PRACTICE AND RESEARCH -- CONTENTS -- PREFACE -- Chapter 1 EVALUATION OF A MENTORING PROGRAM FOR BEGINNING TEACHERS IN TERMS OF THE LEARNING ENVIRONMENT AND STUDENT OUTCOMES IN PARTICIPANTS' SCHOOL CLASSROOMS -- ABSTRACT -- INTRODUCTION AND SIGNIFICANCE -- BACKGROUND -- Mentoring -- Learning Environments -- Elementary-School Students' Achievement and Attitudes to Science -- Teacher Attitudes to Teaching Science -- METHODOLOGY -- Quantitative and Qualitative Methods -- Description of the Mentoring Program -- Teacher and Student Samples -- Assessment of Classroom Learning Environment -- Assessment of Student Achievement and Attitudes -- Assessment of Teacher Attitudes -- RESULTS -- Validity and Reliability of the Modified WIHIC Questionnaire -- Changes in Classroom Environment and Student Achievement and Attitudes -- Changes in the Beginning Teachers' Attitudes to Teaching Science -- Beginning Teachers' Level of Confidence, Knowledge, and Valuing of Teaching Science -- CONCLUSION -- REFERENCES -- APPENDIX -- Chapter 2 SEEING IS BELIEVING OR BELIEVING IS SEEING -- UNDERSTANDING CANDIDATES' SCHEMAS OF TEACHING THROUGH AN ECOLOGICAL-DEVELOPMENTAL LENS OF EXPERIENCE -- ABSTRACT -- INTRODUCTION -- METHODS -- PROCEDURE -- RESULTS -- OVERALL PROFILE OF REPORTED TEACHING CHALLENGES -- INDIVIDUAL PROFILES OF REPORTED TEACHING CHALLENGES -- THE TEACHER ROLE -- PRE-FIELDWORK VERSUS POST- FIELDWORK RESPONSES -- PERCEIVED TEACHING PROBLEMS -- TEACHER ROLE BELIEFS -- THE ECOLOGY OF PERCEPTIONS OF TEACHING CHALLENGES AND THE TEACHER ROLE -- THE ROLE OF PRIOR CLASSROOM EXPERIENCE -- FIELDWORK -- MEMORY AND EXPERIENCE: THE ROLE OF SCHEMAS -- SEEING IS BELIEVING OR BELIEVING IS SEEING -- POST-FIELDWORK PERCEPTIONS OF TEACHING AND THE TEACHER ROLE -- COGNITIVE CONFLICT -- DEVELOPMENTAL IMPLICATIONS AND EDUCATIONAL CONSIDERATIONS.

REFERENCES -- Chapter 3 THE PREPARATION, ROLES, AND RESPONSIBILITIES OF TEACHER EDUCATORS -- ABSTRACT -- INTRODUCTION -- PERCEPTIONS ON TEACHER EDUCATOR PREPARATION -- TEACHER EDUCATORS AS TEACHERS -- TEACHER EDUCATORS AS RESEARCHERS -- Defining Scholarship -- Teacher Educator Perspectives Regarding Research -- Focusing Research in Teacher Education -- The Research Gap from P-12 Teacher to Teacher Educator -- Research Requirements across Institutions -- Engaging in Research with Others -- The Legitimization of Diverse Types of Research -- Preparing and Mentoring Future Faculty for Research Responsibilities -- TEACHER EDUCATORS AS STEWARDS OF SERVICE -- THE HISTORY OF SERVICE IN HIGHER EDUCATION -- A Definition of Service -- The Role of Service in Faculty Evaluations -- Service in the Context of Institution and Community -- CONCLUSION -- What Teacher Educators Need to Know and be Able to Do -- Implications for the Preparation of Teacher Educators -- Implications for Future Research Regarding Teacher Educators -- REFERENCES -- Chapter 4 PREVENTION OF VOICE DISORDERS IN TEACHERS -- ABSTRACT -- INTRODUCTION -- Epidemiology -- Etiopathogenesis of Vocal Disorders in Teachers -- Phonotrauma -- PRINCIPLES OF VOICE THERAPY -- PREVENTION OF VOICE DISORDERS -- 1. Amelioration of Classrooms Acoustic -- 2. Vocal Education Programs for Teachers -- 3. Amplification -- MATERIALS AND METHODS -- RESULTS -- CONCLUSION -- REFERENCES -- Chapter 5 IMPROVING TEACHER QUALITY: A ROLE FOR ACCOUNTABILITY POLICIES? -- INTRODUCTION -- TEACHER QUALITY IN BRITAIN -- TEACHER QUALITY IN THE UNITED STATES -- THE MEASURABLE CHARACTERISTICS OF TEACHER QUALITY IN CALIFORNIA -- THE RELATIONSHIP BETWEEN TEACHER QUALITY AND SCHOOL OUTCOMES -- THE ROLE OF THE SCHOOLS OF EDUCATION IN IMPROVING TEACHER QUALITY -- The Characteristics of Trainee Teachers.

Teacher Training Institutions -- DISCUSSION -- REFERENCES -- Chapter 6 INDICATORS OF CANDIDATE LEARNING IN ALTERNATE ROUTES INTO TEACHING PROGRAMS -- ABSTRACT -- INTRODUCTION -- Background Context -- Institutional Context -- Participants -- Institutional Capacity -- Program Components -- Currere Narratives -- TTT Journals -- Mind Maps -- Larry -- Mary -- Cathie -- Urban Context -- CONCLUSION -- REFERENCES -- Chapter 7 THE GET REAL! SCIENCE PROGRAM: A SCAFFOLDED MODEL TO PREPARE REFORM-MINDED TEACHERS -- ABSTRACT -- INTRODUCTION -- CONCEPTUAL AND THEORETICAL FRAMEWORK -- Reform-Based Science Teaching -- Unique Challenges of Preparing Reform-Minded Science Teachers -- CONTRIBUTIONS OF IDENTITY THEORY AS A LENS TO SCIENCE TEACHER PREPARATION -- The Get Real! Science Program: A Model in Practice -- OVERVIEW OF THE PROGRAM -- (1) Conducting authentic science investigations as learner -- (2) Collaborative science teaching in a first low-stakes out-of-school setting: A summer camp for middle-school students -- (3) Collaborative science teaching in a second low-stakes out-of-school setting: An after-school program for urban middle school girls -- (4) Formal, school-based teaching experiences -- OPPORTUNITIES FOR RECOGNITION WORK -- Study One. Activity Structure Analysis -- STUDY TWO: PARTICIPANTS' PERCEPTIONS -- Methods -- Findings -- Impact -- CONCLUSION -- ACKNOWLEDGMENTS -- REFERENCES -- Chapter 8 DEVELOPMENT OF A RESEARCH-BASED MODEL FOR ENHANCING PCK OF SECONDARY SCIENCE TEACHERS -- ABSTRACT -- INTRODUCTION -- Theoretical Framework -- Pedagogical Content Knowledge -- Peer Coaching -- Developing a Research-Based Model for PCK -- RESEARCH METHODOLOGY -- Participants -- Research Design and Implementation -- Data Collection -- RESULTS AND DISCUSSION.

1. Science teachers had rich subject matter knowledge and often assessed students' understanding -- 2. Science teachers had difficulty implementing representational repertoire and instructional strategies -- 3. Students' perceptions and teachers' reflection are important factors of this model for developing science teachers' PCK -- CONCLUSION AND IMPLICATIONS -- REFERENCES -- APPENDIX -- Chapter 9 DEVELOPING EPISTEMOLOGICALLY EMPOWERED TEACHERS: AN APPROACH TO PRE-SERVICE PHYSICS TEACHER EDUCATION FOCUSING ON HISTORY AND PHILOSOPHY OF SCIENCE -- ABSTRACT -- INTRODUCTION -- The Knowledge of the Nature of Science in Science Teacher Education -- 2. The Approach to HPS Teaching -- 3. Relevant Ideas of Philosophy of Science -- 4. The Historical and Philosophical Development of Three Topics -- CONCLUSION -- REFERENCES -- Chapter 10 TEACHERS' PICTORIAL REPRESENTATIONS OF THE SCIENTIST -- ABSTRACT -- INTRODUCTION -- METHOD -- Sample -- Data collection -- Analysis of drawings -- RESULTS -- Indicators of the stereotypic image of the scientist -- Types of activities considered as scientific -- CONCLUSION -- REFERENCES -- Chapter 11 SCIENCE ANXIETY, SELF-EFFICACY, AND SELF-CONCEPT OF UNDERGRADUATE BIOLOGY STUDENTS -- ABSTRACT -- INTRODUCTION -- Theoretical Framework -- Methodology -- RESULTS -- CONCLUSIONS -- REFERENCES -- Chapter 12 CONTRIBUTIONS FOR THE TRAINING OF TEACHERS TO TEACH IN PRISONS - THE PORTUGUESE CASE -- ABSTRACT -- INTRODUCTION -- Formative Needs: Brief Theoretical and Methodological Reflection -- Formative Needs of Teachers Working in the Portuguese Prisons: a Survey Study -- Presentation of results -- Formative needs of teachers working in the Portuguese prisons: an exploratory study -- CONCLUSION -- REFERENCES.

Chapter 13 CHOOSING TO TEACH IN THE "STEM" DISCIPLINES: CHARACTERISTICS AND MOTIVATIONS OF SCIENCE, TECHNOLOGY, AND MATHEMATICS TEACHERS FROM AUSTRALIA AND THE UNITED STATES -- ABSTRACT -- INTRODUCTION -- Teacher Recruitment -- The Teacher Shortage -- The Present Study -- METHOD -- Sample and Setting -- Measures -- Procedure -- RESULTS -- Who Chooses Teaching? -- Why Choose Teaching? -- CONCLUSION -- Who Chooses Teaching? -- Why Do These People Choose Teaching? -- What Helps To Retain STEM Teachers? -- Policy Implications -- ACKNOWLEDGMENTS -- REFERENCES -- Chapter 14 DEVELOPING TEACHER SELF-REGULATION THROUGH LEARNING-ORIENTED FEEDBACK IN TEACHING ASSESSMENT -- ABSTRACT -- THEORETICAL FOUNDATIONS OF TEACHER EDUCATION PROGRAMS -- FACILITATING TEACHER SELF-REGULATION THROUGH THE ASSESSMENT OF TEACHING -- FACILITATING TEACHER LEARNING THROUGH SUPERVISORY CONFERENCES -- THE STUDY -- DATA COLLECTION AND ANALYSIS -- RESULTS -- A Summary of the Discourse Patterns of Supervisory Conferences -- Contribution Pattern of 'Learning- Oriented' Discourse by Supervisors and Teachers -- Connecting Pedagogical Principles with Classroom Practices -- Sharing Knowledge of Basis of Quality Teaching -- Engaging Teachers in Self-Assessment -- Engaging Teachers in Ongoing Reviews of Professional Development -- DISCUSSION AND IMPLICATION -- Tacit Knowledge Transfer through Interactive Talk -- Sharing Standards and Setting Targets for Developing Self-Regulation in Teachers -- Expanding Professional Discourse to Collegial Practices beyond the Classroom -- Re-Framing Assessment Culture in Teaching Practice Supervision -- CONCLUSION -- REFERENCES -- APPENDIX I -- APPENDIX II. THE FIELD EXPERIENCE FEEDBACK FORM -- Chapter 15 PORTFOLIO ASSESSMENT IN TEACHER EDUCATION: MATTERS OF POLICY, PRACTICE, AND RESEARCH -- ABSTRACT.

CONTEXTUALIXING THE NARRATIVE ANALYSIS IN PRESERVICE A TEACHER EDUCATION.