ABSTRACT
The chapter highlights the importance of research in science teacher education (STE) and provides a rationale for the chapters in the Handbook. International research literature on science teacher education is reviewed in terms of the purposes, concepts, and methods of STE. Considering the vast array of actors involved in teacher education, including not only preservice and in-service teachers but also school leaders and teacher educators among others, a broad perspective is presented to illustrate the value of research evidence in designing, evaluating, and improving teacher education through research. Some example areas of research include science teachers’ beliefs and identities, and teacher educators’ professional development. The discussion raises questions for future research in STE, including the bridging of the theory-practice gap and the congruence of research evidence across stakeholders and contexts.
