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Science Teacher Education, Self-Study of Teacher Education Practices, and the Reflective Turn

Chapter
Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 12)

Abstract

The disciplines of science are often perceived as a quest for right answers, a perception generated unintentionally by the school classroom focus on right answers in the assessment of one’s success in learning science. In contrast, the profession of teaching has very few right answers and frequently involves the management of conflicting tensions (Berry, 2007). As a result, the science educator often faces a significant dilemma: there are few right answers for teaching science or for teaching others how to teach science, yet those who are learning to teach science are often predisposed to expect right answers by virtue of their own education in science. Thus, the education of science teachers often involves the challenge of shifting prior expectations from the right answers associated with science to the many perspectives required to make sense of the realities of teaching in a science classroom.

Keywords

Science Teachers Teacher Education Practices Reflective Turn Transmission Perspective Critical Friend 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Netherlands 2012

Authors and Affiliations

  1. 1.Faculty of EducationQueen’s UniversityKingstonCanada

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