Internationalizing Rural Science Teacher Preparation: Action Research for Global Competency: 58 (Contemporary Trends and Issues in Science Education, 58) - Tapa dura

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Dr. Gayle Buck is an Associate Dean and Professor of Science Education at Indiana University. Her scholarship explores 1) student populations traditionally underserved in science education, 2) neglected epistemological assumptions, and 3) pragmatic and participatory approaches to improving teacher education. She has taught several workshops/courses focused on equity and global science, co-edited books on pre-service science teacher education, and published in various academic books and journals. 

Dr. Vesna Dimitrieska is the Coordinator of Global Education Initiatives at Indiana University. Her work focuses on internationalizing P-16 education. Her research interests include curriculum internationalization, language teacher identity, and reflective practices of language teachers and teacher educators. Dr. Dimitrieska has received multiple national awards.

Dr. Valarie Akerson is Professor of Science Education with a research focus on nature of science in elementary science teacher education. She is a Past-President of the Association for Science Teacher Education and NARST: A Global Organization for Improving Science Education Through Research, and 2021 Recipient of the NARST Distinguished Contributions to Science Education Research Award.

De la contraportada

This edited volume discusses the need to increase quantity and enhance quality of science education focused on preparing rural students to thrive in an interconnected, interdependent, and complex world. It acknowledges that globally integrated education incorporates local knowledge and culture with global trends. Additionally it highlights globally competent science teaching is not included in most preparation programs, and teachers enter schools unprepared to address students’ needs. Rural schools lack opportunities to keep up with reform efforts and may have limited experiences with diversity, particularly at the global level. 

These chapters describe globalization in authors’ respective academic institutions by sharing global competence action research projects for preservice teachers. The studies presented were conducted in elementary and secondary science methods, and science content courses. The book’s research is unique as the contributors have carried out action research in science teacher preparation programs and participated in peer discussions that helped them fill gaps in global science teaching while advancing the field of teacher preparation programs.