ABSTRACT
This chapter describes and analyzes four of the most relevant aspects of preservice science teacher education (PSTE) around the world: routes and training systems; curricula; characteristics of practicums; and the relevance of research. According to analysis of more than 25 countries, we conclude that in Europe, programs move towards higher qualifications for teachers at a master’s degree level; while in Asian and American countries, shorter, more pragmatic, and pedagogy-based programs are the most common. In most countries, there still exists room for an increase in learning experiences focused on the development of pedagogical content knowledge, such as science methods courses and practicums.
