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Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research

Turning a Critical Eye on Our Practice

  • Gayle A. Buck
  • Valarie L. Akerson

Part of the ASTE Series in Science Education book series (ASTE)

Table of contents

  1. Front Matter
    Pages i-xi
  2. Introduction: Self-Studies and Science Education

    1. Front Matter
      Pages 1-1
  3. Self-Studies and Science Content Courses for Teachers

  4. Self-Studies and Elementary Science Methods Courses

  5. Self-Studies and Secondary Science Methods Courses

  6. Self-Studies and the Preparation of Future Science Teacher Educators

  7. Epilogue

    1. Front Matter
      Pages 415-415
    2. Norman G. Lederman, Judith Sweeney Lederman
      Pages 417-431
    3. Valarie L. Akerson, Gayle A. Buck
      Pages 433-447
  8. Back Matter
    Pages 449-467

About this book

Introduction

Self-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students’ learning. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education. Chapter authors range from those new to the field to established researchers, highlighting the value of self-study research in science teacher education for every career rank. The fifteen self-studies provided in this book support and extend this contemporary work in science teacher education. They, and the subsequent reflections on professional knowledge, are organized into four sections: content courses for preservice teachers, elementary methods courses, secondary methods courses, and preparation of future teacher educators. Respondents from various locations around the globe share their reflections on these sections. A culminating reflection of the findings of these studies is provided at the end of the book that provides an overview of what we have learned from these chapters, as well as a reflection on the role of self-study research in the future of science teacher education. 

Keywords

Formative assessment Inquiry-based science teaching Pedagogical content knowledge Pre-service science teachers Pre-service teacher education Problem-based learning Professional knowledge Professional practice Reflective practice Science content courses Science methods courses Science teacher education Science teacher educators Science teacher preparation Self-study research Identity Development

Editors and affiliations

  • Gayle A. Buck
    • 1
  • Valarie L. Akerson
    • 2
  1. 1.Department of Curriculum and InstructionIndiana UniversityBLOOMINGTONUSA
  2. 2.Department of Curriculum and InstructionIndiana UniversityBLOOMINGTONUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-32447-0
  • Copyright Information Springer International Publishing Switzerland 2016
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-32445-6
  • Online ISBN 978-3-319-32447-0
  • Series Print ISSN 2214-5435
  • Series Online ISSN 2214-5443
  • Buy this book on publisher's site