Promoting Instructional Coherence in Science through Teacher Education

The project focused on enhancing science teacher preparation by emphasizing activities in science teacher education that promote the adoption of innovative teaching practices.  The project focused on the horizontal priority that addresses the training of educators and the sectorial priority that addresses initial teacher education in the Baltic region. The Baltic partners were Germany, Denmark, Norway, Sweden and Finland. The primary goal of this partnership was to clarify best practices that are useful for bridging the persistent gap between how effective science education instruction is described in the research literature and the widespread practices in use in real classrooms throughout the Baltic region and Europe.  The project anticipated impacts from the local to the international level. 

The project assembled a group of six partners in the Baltic region and Turkey (which represents a substantial fraction of the migrant population in the Baltic region) to share and reflect upon promising approaches in science teacher education that can support preservice and new teachers in designing and implementing coherent, inquiry-oriented science instruction.  Each project partner institution already had rich experience in providing science teacher education and in the development and support of coherent, inquiry-oriented science instruction; this project aimed at helping to bring this expertise together to engage in much-needed knowledge sharing and to spur future innovation in science teacher education.

PICoSTE was co-funded by the Erasmus+ Programme of the European Union.


Final Report of the PICoSTE Project (pdf)

Danish partner

Associate Professor Robert Evans

Project period

1/9 2017 – 31/8 2019