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Garnering the Experiences and Understandings Emerging from Self-Studies in Science Teacher Education

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

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

Abstract

As scholars within the field of science teacher education, we understand the importance of seeking integrity between our theoretical notions of teaching and our own teaching practices. For us, self-study offers this integrity by enabling us to systematically explore our theories and practice in a reflexive manner. Although we have witnessed an increase of individuals conducting self-study research, we believe that its potential is not yet reached because, although professional knowledge is being explored by individuals within our community, the experiences and resulting understandings are not being collectively reflected upon and discussed by our professional community. Thus, the purpose of this book is to reflect upon the multiple experiences, as well as the gained knowledge about the theory and practice of science teacher education, gained through the process of self-study. Although self-study as a research methodology is necessarily defined and supported throughout the book, the primary focus of the discussion is on the professional knowledge that is derived from this work. We begin the discussion with this first chapter that introduces our working definition of self-study research, provides an overview of contemporary self-study practices in our field and introduces the self-studies in this book.

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Authors and Affiliations

  1. Department of Curriculum and Instruction, Indiana University, Bloomington, IN, USA

    Gayle A. Buck Ph.D., Valarie L. Akerson Ph.D. & Brent Gilles

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  1. Gayle A. Buck Ph.D.
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  2. Valarie L. Akerson Ph.D.
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  3. Brent Gilles
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Correspondence to Gayle A. Buck Ph.D. .

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Editors and Affiliations

  1. Department of Curriculum and Instruction, Indiana University, BLOOMINGTON, Indiana, USA

    Gayle A. Buck

  2. Department of Curriculum and Instruction, Indiana University, BLOOMINGTON, Indiana, USA

    Valarie L. Akerson

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Buck, G.A., Akerson, V.L., Gilles, B. (2016). Garnering the Experiences and Understandings Emerging from Self-Studies in Science Teacher Education. In: Buck, G., Akerson, V. (eds) Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research. ASTE Series in Science Education. Springer, Cham. https://doi.org/10.1007/978-3-319-32447-0_1

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  • DOI: https://doi.org/10.1007/978-3-319-32447-0_1

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