Abstract
Lee Meadows describes the impact that a year of classroom teaching has had on the subsequent decade of work as a science teacher educator. His experience is focused on inquiry-based science teaching and learning. The chief impacts Lee describes are legitimacy with classroom teachers, expertise in coaching science teachers in the promotion of inquiry learning, and practicality in his interactions with teachers. Dr. Meadows relates a decade of work in promoting inquiry learning to future steps relative to the Next Generation Science Standards. This chapter offers a convincing argument for the lasting impact of teacher educators in the K-12 teaching role and how the experience from years ago motivates the current commitment to volunteer-teach at least 10 h each semester in high school science classrooms.
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Notes
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These lessons were possible only because of how John Settlage teamed up with me to locate and translate science education research.
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Tom Hathorn of the Bethel (Washington) School District gave valuable insight on only early versions.
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Meadows, L. (2014). Ten Years Out: The Long-Term Benefits of a Year Working as a Physical Science Teacher. In: Dias, M., Eick, C., Brantley-Dias, L. (eds) Science Teacher Educators as K-12 Teachers. ASTE Series in Science Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6763-8_8
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