| Description |
1 online resource (325 pages) |
| Contents |
Intro -- Preface -- References -- Contents -- About the Editors -- Introduction: STEM Teachers and Teaching in the Era of Change -- 1 Why This Book? -- 2 Teaching in an Era of Change -- 3 New Skills for the New Century -- 4 Schools for the New Century: Highlighting Teacher and Technology Roles -- 5 Educating and Supporting the Twenty-First Century Teachers -- 6 The Uniqueness of Teaching STEM Disciplines -- 7 Potential of Technology to Empower Teachers -- 8 Structure of the Book -- 8.1 Part I: Expanding Teachers' Roles: Empowerment |
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8.2 Part II: Expanding Teachers' Roles: Israeli and Canadian Perspectives -- 8.3 Part III: Developing Teacher Learning Communities in the Era of Change -- 8.4 Part IV: Emergent STEM Teaching Possibilities in the Era of Educational Technologies -- 8.5 Part V: Teachers' Knowledge for Successful Twenty-First Century Teaching -- 9 Overview of the Common Themes -- References -- Part I: Expanding Teachers' Roles: Empowerment of Teachers -- Teacher Knowledge in the Era of Change -- 1 Introduction -- 2 The Newest Reforms in Ontario -- 3 Which Educator Actions Are Key for the Reform? |
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3.1 Professional Learning Through Collaborative Inquiry -- 3.2 Building a Culture of Inquiry -- 3.3 Teacher Agency -- 4 Introducing the Collaborative University-School Board Project -- 4.1 The Mathematics Leadership Learning Projects (MLLP) -- 5 Conclusions -- References -- Mathematics Teachers Edit Textbooks: Opportunities and Challenges -- 1 Introduction -- 2 The M-TET Project -- 3 Teachers' Need: Organizing Tools Embedded in the Textbook -- 4 Addressing Students' Difficulties: Mathematical Modifications -- 5 Connections Between Mathematics Teachers and Textbook Authors |
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6 Connections Between Mathematics Teachers and Mathematicians -- 7 Conclusion -- References -- Discussion: Teacher Learning in Community: Premises, Promises and Challenges -- 1 Teacher Learning in Community -- 2 Putting It All Together: Promises and Challenges -- 3 Putting It All Together: Challenges -- 4 Final Thoughts -- References -- Part II: New Perspectives in Teaching Science and Mathematics: Israeli and Canadian Perspectives -- Professional Learning Communities of Science Teachers: Theoretical and Practical Perspectives -- 1 Theoretical and Practical Perspectives -- 1.1 Rationale |
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1.2 Professional Development Programs and Teachers' Learning -- 1.3 Scholarship of Teaching and Practitioner Research -- 1.4 Boundary Crossing -- 1.5 Professional Learning Communities (PLCs) -- 2 Professional Learning Communities (PLCs) for Middle-School STEM Teachers: An Evolving Model -- 2.1 Introduction and Background -- 2.2 The STEM PLC Program -- 2.3 The Model: Evolving from Hierarchical Model to a Network Model -- 2.3.1 The Ice-Water Glass Story -- 2.3.2 The Evolving Network Model -- 2.4 Outcomes -- 2.4.1 A Variety of PLC Profiles -- 2.4.2 The Network Model |
| Summary |
This book brings together researchers from Israel and Canada to discuss the challenges today's teachers and teacher-educators face in their practice. There is a growing expectation that the 21st century STEM teachers re-examine their teaching philosophies and adjust their practices to reflect the increasing role of digital technologies. This expectation presents a significant challenge to teachers, who are often asked to implement novel technology-rich pedagogies they did not have a chance to experience as students or become comfortable with. To exacerbate this challenge, the 21st century teachers function not only in a frequently-changing educational reality manifested by continuous reforms, but are also bombarded by often contradictory and competing demands from the legislators, administrators, parents, and students. How do we break the vicious circle of reforms and support STEM teachers in making a real change in student learning? This book is unique for at least three reasons. First, it showcases research situated in Israel and Canada that examines the challenges today's teachers and teacher-educators face in their practice. While the governments of both countries emphasize STEM education, their approaches are different and thus provide for interesting comparisons. Second, in addition to including research-based chapters, prominent scholars discuss the contributions in each of the book sections, problematizing the issues from a global perspective. Third, technology has a potential to empower teachers in this era of change, and this book provides the unique insights from each country, while allowing for comparisons, discussing solutions, and asking new questions. This book will be of interest to all involved in STEM teacher education programs or graduate programs in education, as well as to educational administrators interested in implementing technology in their schools |
| Notes |
2.4.3 Impact on Teachers and Students |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Science -- Study and teaching.
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Mathematics -- Study and teaching.
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Mathematics -- Study and teaching
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Science -- Study and teaching
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| Form |
Electronic book
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| Author |
Ben-David Kolikant, Yifat
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Martinovic, Dragana
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Milner-Bolotin, Marina
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| ISBN |
9783030293963 |
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3030293963 |
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3030293955 |
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9783030293956 |
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9783030293970 |
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3030293971 |
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9783030293987 |
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303029398X |
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