Abstract
This section has four papers that have dealt with the content preparation of pre-service science teachers (PSTs) so that they would have a more adequate background for teaching science. The research in these PST-focused content courses examines the role of the instructor and the practices they engage in, to understand the outcomes in these courses from a variety of perspectives. Each paper draws from a variety of methodological and analytical approaches consistent with the self-study perspective (many drawing on Loughran’s work (2006) either directly or indirectly as a starting point).
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Bowen, G.M. (2016). Response to Section II: Practicing, Modeling, and Influencing Approaches to Teaching: A Commentary. 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_7
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DOI: https://doi.org/10.1007/978-3-319-32447-0_7
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