ABSTRACT
The authors review research literature focused on preparing elementary teachers for rigorous, consequential, just, and equitable science teaching. The review focuses on the relationships between elementary science teacher education experiences and preservice teachers’ performances (e.g., planning, enactment) and characteristics (e.g., knowledge, beliefs, identities). The review shows that science content courses, science methods courses, field experiences, and teacher education programs as a whole can support a next-generation vision of elementary science teaching, though there is still much to be learned. The chapter ends with examples of potentially supportive design features of elementary science teacher education that works toward this vision.
