The role of the science teacher educator is to facilitate conceptual and cultural changes around science education. They must probe students' existing knowledge and beliefs, challenge students' thinking through engaging activities, and model exemplary teaching practices. The science teacher educator also mentors students individually and helps create an inquiry-based learning community within the teacher education program.

1. BASELIOS MARTHOMA MATHEWS II
TRAINING COLLEGE
KOTTARAKARA
ON LINE ASSIGNMENT
Topic: Role of science teacher
NAME: ARUN KUMAR S
OPTIONAL SUBJECT: NATURAL SCIENCE
CANDIDATE CODE: 13 35 0003

2. Introduction
What is the role of the science teacher educator? To put it simply, the science
teacher educator must be a catalyst for change. The changes required are
conceptual and cultural. The changes must empower individuals to transcend the
typically over-learned ways of thinking (or non-thinking) about the role of science
education, to transform mental models of the roles and goals of students and
teachers in the learning environment, and to translate new understandings about
inquiry and meaningful learning into actual habits of practice.
The change we speak of must be systemic -- occurring simultaneously across
several levels including individual, small community, and broader community.
These changes are absolutely necessary before the overarching goal of science
education -- scientific literacy for all Americans (Rutherford & Ahlgren, 1990) -- is
possible. For today, increasingly complex scientific and technological issues
challenge our global society. The present quality of life is, and in the future will
continue to be, affected by such issues both old and new. Yet the models of science
education that widely persist in schools across the grade levels (including the
college science classroom) are inadequate for developing the knowledge needed to
tackle those problems. Those models largely fail to truly engage most students in
the learning process; their consequences on student outcomes are disastrous.
Students not engaged in the learning process leave with little more than shallow
understandings, weak connections between big ideas, trivial knowledge,
unchallenged naive conceptions of how the natural world operates, and an inability
to apply knowledge in new settings. As a result, students do not develop the ability
or propensity to become self-regulating learners or inquirers.
The discussion above yields clear guidelines for the practice of professional
development within our community. We suggest the following actions for the
students in the teacher education program:thinking and skill in evidence-based
argument, the papers are to be research-supported.
Conducting action research projects that require them to articulate and test their
ideas on teaching and learning. Practicum classrooms, student teaching classrooms,
or informal science education centers serve as the setting for the research projects.
Engaging in scientific inquiry to develop implicit and explicit understandings on
the nature of science as well as develop the cognitive skills essential for critical
thinking.

3. ROLE OF SCIENCE TEACHER
1. Probe
The student's understandings and skills about science education are continually probed by the
science teacher educator (as well as the students themselves). Pre existing knowledge, beliefs, and
prior experiences have on a powerful influence teacher's approach to teaching science. Teacher
educators, therefore, must have students articulate, discuss, support, and defend their views about
the goals and roles in the science classroom. The science teacher educator uses their expertise as
they listen for "holes" and "gaps" in the students' conceptual frameworks regarding the teaching
and learning of science. The teacher educator must also use exemplary habits and strategies of
questioning for purposes of instruction, conceptual scaffolding, and evaluation.
2. Prod
The activities chosen for the methods course are designed to move the learner toward deeper
understandings about the teaching and learning of science. The investigations must be rich enough
to provide context for fruitful discussions of topics in science education including, in part, content
and principles, curriculum design, the nature of science, teaching and learning, classroom
management, questioning, naive and/or misconceptions, scientific literacy, and standards.
Investigations both inside and outside the classroom as well as in the K-12 setting are designed to
cause cognitive dissonance for students holding views and attitudes towards science education
that impede scientific literacy.
3. Model
The science teacher educator must continually model the habits and attitudes of a superior teacher.
Such habits include the use of exemplary questioning strategies, appropriate use of Wait Time (I
and II), active participation in professional organizations. Furthermore, the science teacher
educator must model active inquiry through on-going research endeavors, self-reflection and self-evaluation,
and flexibility in time and curriculum design. Additionally, the science teacher
educator must structure a classroom environment that values high expectations, fosters student-to-student
interactions, and promotes scientific literacy.
4. Mentor
The science teacher educator must recognize that the process of conceptual change can often be
difficult and deeply personal for the student. As a mentor, the science teacher educator moves the
student to develop professionally by engaging one-on-one with students as expertise is shared and
support is provided.

4. ENGAGING A COMMUNITY
1. Students are given the opportunity to communicate their understandings with
other students, to generate plausible explanations for phenomena, to test, evaluate
and defend their explanations among their peers, and actively engage in the social
construction of knowledge - all of which are reflections of the nature of science.
2. Students are provided frequent opportunity to identify their own learning goals,
to share control of the learning environment, and to develop and employ
assessment criteria within the learning environment.
3. The environment of the classroom is conducive to inquiry. That spirit of inquiry
includes the freedom for students to question the operations of their class.
4. Students must have the opportunity to experience the tentativeness of scientific
knowledge. That is, students must understand that scientific knowledge is theory-laden
and socially and culturally constructed.
The findings of the studies discussed above provide clear guidelines for the science
teacher educator's role in establishing an inquiry-based learning community within
the teacher education program. That is, s/he must create and model:
1. A classroom environment that predisposes students to accommodate ambiguity
and flexibility. Students typically experience high anxiety when confronted with
the responsibility for articulating their own interests, defining ill-defined questions,
and generating their own solutions to issues and problems. Students are, after all,
very often unaccustomed to these roles. Therefore, students can engage in dialogue
about these concerns and reach consensus on ways to deal with such anxieties.
These discussions should link to discussions on constructivism and/or the nature of
science. Student questions, thoughts, and interests are valued and expected.
Student-generated solutions to issues and problems are viewed as tentative and
subject to continuous testing.
2. A learning environment that values collaboration over competition and
cooperation over opposition. In such environments, student-to-student interactions
frequently occur. Joint research projects, team teaching, collaborative writing
exercises, group presentations and whole-class decision-making are ways in which
students can interact with each other.
3. Authority structures within the classroom consistent with student-centered
approaches toward learning. In these classrooms, the class negotiates criteria for
assessment, classroom ethics, and paths of inquiry collectively. Teacher-

5. determined criteria and grades are de-emphasized. Peer observation and evaluation
as well as self-assessments are useful approaches toward changing the typical
authority structure of the classroom.
4. Attitudes of collegiality that are palpable within the classroom. This is fostered
by active participation with professional societies, student organizations, and
whole-class endeavours.
5. A classroom environment reflecting the importance placed on student roles,
responsibilities, and learning. Student work, therefore, is displayed and highly
visible throughout the classroom.
6. A classroom learning environment extending beyond the classroom walls. There
is evidence within student work that content and concepts of the curriculum have
direct links to, and context within, the outside world.
ENGAGING A PROGRAM
1. Faculty outside the school of education (in particular, faculty within the
sciences) typically reported that they did not perceive a role in the preparation of
new teachers.
2. The philosophies of education articulated by faculty members (e.g., foundations
and educational psychology) involved in the teacher preparation program were not
consistent. Some reported that they did not have any particular philosophy of
education. Others stated that they would not wish to present any particular
philosophy to their students.
3. The variety and means of instruction and evaluation in many courses outside of
science education were seldom consistent with those endorsed by the National
Science Education Standards (NRC, 1996).
4. New teachers often saw little or no connection between what is advocated and
what is practiced in their content and teacher education courses.
5. Faculty in science, mathematics, and teacher education viewed teacher
preparation programs as lacking in coherence.
Therefore, for programmatic changes, the role of the science teacher educator is to
consider and act upon (not in any particular order) the following features:

6. 1. Collaboration
Facilitate a dialogue across the campus (all faculty and staff playing a role in the
education of the teacher should understand their roles. Instructional approaches
should be consistent with the goals of the educational program).
2. Goals
Coordinate an articulation of the goals and philosophy among key partners of the
educational program. The roles of all the partners within the program including
teachers and students should foster the achievement of the goal(s). Programmatic
changes and operations are goal-oriented.
3. Coherence
Connections between all course, field, practicum, and student teaching components
are to be articulated. For example, the science teacher educator ensures that field
supervising faculty and staff understand what approaches to teaching, learning, and
classroom environments should be expected and observed. Coordination with
outside faculty occurs to align curriculum frameworks, methods of instruction and
evaluation, and exit criteria. Create a program that reflects alignment with
standards of the professional societies.
4. Pedagogy and Assessment
Ensure that the methods of assessment and instruction are consistent with the goals
across the program. The science teacher educator should provide leadership and
vision towards establishing inquiry-based learning communities. Core courses
should provide a coherent program of study, value higher order thinking and
inquiry
5. Research Experiences
Ensure that graduates of the program are expected to experience authentic research
in science as well as teaching and learning.
6. Cognitive Considerations
Conceptual change processes are slow. Therefore the program is designed to
maximize the time students are provided to reflect on their experiences, thoughts,
and understandings. Students moving together through a program as cohorts can
improve retention in the program by providing peer support and sense of
community.

7. 7. Theory and Practice
The boundaries between the university campus and K-12 schools are made porous
by frequent exchanges between key partners including university faculty,
classroom teachers, administrators, and students. Frequent field components and
professional development opportunities are established for all partners associated
in education.
8. Feedback
Mechanisms are established that provide feedback on the outcomes of the program
(e.g., the abilities, knowledge, and habits of practice of the graduates). The
feedback is used to inform practice, modify the program, and improve education.
9. Inclusion
The broader community including business, informal science centers, and local
governmental agencies participate in appropriate ways to the preparation of science
teachers.
ASSESSING THE PROGRAM
1. Trends in employment of the graduates of the program including location,
subjects, type of schools;
2. Feedback (specific and/or general) from school administrations and district
officials regarding the skills and understandings of recent graduates from the
program;
3. Feedback from all the partners involved in the preparation program;
4. Feedback from recent graduates including self-perceptions;
5. School-based performance indicators from new teachers and their students; and
6. Performances on portfolio evaluations, videotapes, and/or other measures
required for state certification.

8. CONCLUSION
This paper sought to define and establish the role of the science teacher educator.
Heeding a recommendation of Thomas Sergio vanni, we wished to do more than
illustrate what works, but rather to articulate the responsibilities and actions that
meet the standards of good practice. Many critics today advocate the reduction of
preparation programs to as short as a few weeks while others call for the
elimination of preparatory programs altogether. Thus, it is particularly appropriate
to explicitly describe the role and value of the science teacher educator across a
program -- particularly in such hostile times.
Well-prepared science teachers require specialized science teacher preparation
programs wherein teacher thinking, reflection, and beliefs lie at the core of
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University of Iowa, Iowa City.
Arunkumar88ezn@gmail.com