With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, Preparing Science Teachers Through Practice-Based Teacher Education serves as a valuable resource both for teacher educators and for administrators.

"A well-crafted resource on practice-based teacher education that extends the science setting. Beyond core practices, this book illuminates various facets of practice-based teacher education--how theory, identity, equity, community, and context are all part of its fabric. The scholarship of teacher education in this book showcases stories of collaboration, inquiry, and adaptation by teacher educators and pre-service teachers."
--Hala Ghousseini, associate professor, University of Wisconsin-Madison

"This book is both a useful guide to what it means to organize teacher education around core practices, and an invitation to join a collective of teacher educator-scholars who are reinventing how they prepare and collaborate with prospective teachers in culturally responsive, and scientifically rich ways. An informative and inspiring read about the challenging work of science teacher education."
--Suzanne M. Wilson, professor, University of Connecticut

David Stroupe is an associate professor of teacher education and science education at Michigan State University. Karen Hammerness is the director of educational research and evaluation at the American Museum of Natural History. Scott McDonald is an associate professor of science education at The Pennsylvania State University (PSU) and director of the Krause Innovation Studio in the PSU College of Education. Pam Grossman is the dean of the Graduate School of Education and the George and Diane Weiss Professor of Education at the University of Pennsylvania, and editor of Harvard Education Press's Core Practices in Education series.

Preparing Science Teachers Through Practice-Based Teacher Education is a volume in the Core Practices in Education Series.