ABSTRACT

While, as methods instructors, we may feel primarily responsible for the education of future elementary science teachers, in reality we are but a single piece of a complex system of teacher preparation. The effective functioning of this system relies on the collaboration among various stakeholders at both the program level and policy level. For example, during their university education, prospective teachers interact with scientists, science educators, other education faculty, and K-12 personnel (see Figure 2.1). The design, certification, and conduct of teacher education programs is influenced by various policies, created by members of these same groups, as well as professional and governmental organizations and policy makers. In essence, there are a variety of stakeholders in the education of prospective teachers, as well as a variety of contexts in which they are prepared. Though we have extracted the methods course out of context as the focus of this book, we acknowledge the task of the methods instructor in situating his/her course within the program and policy contexts. The purpose of

this chapter is to encourage consideration, more broadly, of how the methods course fits into the bigger picture of elementary teacher preparation.