Deep Knowledge : Learning to Teach Science for Understanding and Equity

Douglas B Larkin

ISBN 10: 0807754226 / ISBN 13: 9780807754221

Published by Teachers College Press, 2013

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - Deep Knowledge is a book about how people's ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories, Deep Knowledge challenges some commonly held assumptions about learning to teach and tackles problems inherent in many teacher education programs. This book digs deep into the details of teacher learning in a way seldom attempted in teacher education textbooks.

Seller Inventory # 9780807754221

Bibliographic Details

• Title: Deep Knowledge : Learning to Teach Science for Understanding and Equity
• Publisher: Teachers College Press
• Publication Date: 2013
• Language: English
• ISBN 10: 0807754226
• ISBN 13: 9780807754221
• Binding: Buch
• Condition: Neu
• Dimensions: 231W x 155H x 23D millimeters 231 millimeters width by 155 millimeters height by 23 millimeters depth
• Weight: 540 grams

About this title

Synopsis

Deep Knowledge is a book about how people’s ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories, Deep Knowledge challenges some commonly held assumptions about learning to teach and tackles problems inherent in many teacher education programs. Larkin digs deep into the details of teacher learning in a way seldom attempted in books about teacher education.

Book Features:

• Offers a teacher education framework based on teaching for understanding and equity.
• Features case studies of science teachers that are applicable to all teachers interested in teaching for social justice.
• Unpacks the problems and challenges teachers face in developing the art and skill of teaching.
• Applies insight from conceptual change learning in science to science teacher learning.

About the Author

Douglas B. Larkin is an assistant professor in the Department of Secondary and Special Education at Montclair State University in New Jersey. He currently works with preservice secondary science and math teachers in the Newark-Montclair Urban Teacher Residency Program.