Introduction

The various efforts to reform science education have significant implications for both inservice and preservice science teacher education. Unless prospective and practicing teachers can develop the knowledge, skills and beliefs called for in the reform documents (either the National Science Education Standards or Project 2061), little will change. Science teacher educators are clearly critical to both inservice and preservice efforts. Although science teacher educators have been involved in the development of reforms in science education, they have been virtually ignored in discussions about the implementation of reform efforts. That is, the essential qualifications for the science teacher educator have not been addressed. 

The Association for the Education of Teachers in Science (ASTE) forces its efforts on all aspects of science teacher education and, consequently, recognizes the importance of setting standards for those individuals designing and implementing teacher education programs, institutes, workshops, etc. 

Declarations

• ASTE urges science teacher educators to prepare teachers that have understandings, skills, and attitudes necessary to be environmentally literate.
  
• Environmental education provides interdisciplinary, multicultural, and multiple viewpoints to promote awareness and understandings of a global environment.
• Environmental education provides a balance between environmental, economic, ecological, and social perspectives to sustain future needs.
• Environmental education provides an opportunity to foster learning through nonformal and formal learning centers such as aquariums, museums, nature centers, zoos, and government or community agencies.
• Appropriate use of technologies should be used to enhance environmental experiences and understandings.
• Science teacher education should emphasize content, pedagogy, and instructional planning that promotes environmental literacy, an important component of scientific literacy.
• Science teacher educators can foster inquiry by taking students outside and encouraging them to ask questions and explore their local environment.
• Environmental education involves becoming an active participant in local communities. In this way, science teacher educators can provide opportunities for teachers to develop personal connections through ownership and empowerment. Some examples of environmental community projects that promote sustainability include recycling, planting native plants, open space planning, and green building.

United Nations Educational Scientific and Cultural Organization- United Nations Environment Program. (1976). The Belgrade charter. Connect: UNESCOUNEPEnvironmental Education Newsletter, 1(1), 1-2.