Abstract
Well-prepared teachers are one of the most significant resources for improving the quality of school science teaching. Policy in K–12 science teacher preparation matters serves to ensure the quality of prospective teachers. In this chapter, international literature is reviewed to discuss six topics: (1) teacher qualifications, (2) standards depicting qualified science teachers or effective science teacher preparation, (3) design of prospective science teacher training programs, (4) admission and attraction to preservice science teacher education programs, (5) institutions responsible for science teacher preparation programs, and (6) addressing equity issues in teacher preparation. Studies on the effectiveness of these policies are also included and discussed.
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