Self-Studies of Science Teacher Education Practices [electronic resource] / edited by Shawn M. Bullock, Tom Russell.
Erişim Adresi
ISBN
9789400739048
Dil Kodu
İngilizce
Yer Numarası
DK/8109
Basım Bildirimi
1st ed. 2012.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2012.
Fiziksel Niteleme
X, 206 p. online resource.
Dizi
Self-Study of Teaching and Teacher Education Practices, 2215-1850 ; 12
İçindekiler Notu
Exploring the Intersections of Self-Study, Science Teaching, and Science Teacher Education, Shawn Michael Bullock -- A Collaborative Self-Study of a Physics Teacher’s First Two Years of Teaching, Liam Brown, Tom Russell -- The Transformation from Expert Science Teacher to Science Teacher Educator, Dawn Garbett -- Bridging the Gap between a Science Laboratory Past and a Science Teacher Educator Present: Re-thinking the Doctoral Program in Science Education, Alexandra O. Santau -- Articulating our Values to Develop our Pedagogy of Science Teacher Education, Stephen Keast, Rebecca Cooper -- Using Self-Study to Develop a Pedagogy of Elementary Teacher Education: Addressing the Specialist-Generalist Issue, Tim Fletcher -- Learning to Teach Physics Teachers: Developing a Distinct Pedagogy of Teacher Education, Shawn Michael Bullock -- Developing and Assessing Professional Knowledge as a Science Teacher Educator: Learning about Teaching from Student Teachers, Pernilla Nilsson, John Loughran -- Following a Student into her Science Classroom to Better Understand the Tensions of Science Education, Deborah Trumbull -- Helping Preservice Science Teachers Analyze their Practices as We Study our Own, Patricia Morrell, Adele Schepige -- Developing a Model for a Self-study Professional Learning Community, Garry Hoban et al -- Science Teacher Education, Self-Study of Teacher Education Practices, and the Reflective Turn, Tom Russell.
Özet, vb.
Part of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development. The material recognizes the paradox that lies between classroom science and the education of science teachers: the disciplines of science are often perceived as a quest for right answers, an unintentional by-product of the classroom focus on right answers in student assessment in science. In contrast, the profession of teaching has few right answers and frequently involves the management of conflicting tensions. A dilemma thus arises in science teacher education of how to shift perspectives among student teachers from reductionist to more inclusive attitudes that are open to the mercurial realities of teaching. The self-studies presented here are unique, fresh and stimulating. They include the input of a beginning science teacher as well as science teacher educators from a range of backgrounds and varying levels of experience. In addition, the volume presents a truly international perspective on the issues, with authors hailing from five countries. Providing analysis at the leading edge of education theory, this collection will make fascinating reading for those teaching science—as well as those teaching science teachers.
Konu
Teachers __ Training of.
Science __ Study and teaching.
Learning, Psychology of.
Teaching and Teacher Education.
Science Education.
Instructional Psychology.
Science __ Study and teaching.
Learning, Psychology of.
Teaching and Teacher Education.
Science Education.
Instructional Psychology.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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505 0 |aExploring the Intersections of Self-Study, Science Teaching, and Science Teacher Education, Shawn Michael Bullock -- A Collaborative Self-Study of a Physics Teacher’s First Two Years of Teaching, Liam Brown, Tom Russell -- The Transformation from Expert Science Teacher to Science Teacher Educator, Dawn Garbett -- Bridging the Gap between a Science Laboratory Past and a Science Teacher Educator Present: Re-thinking the Doctoral Program in Science Education, Alexandra O. Santau -- Articulating our Values to Develop our Pedagogy of Science Teacher Education, Stephen Keast, Rebecca Cooper -- Using Self-Study to Develop a Pedagogy of Elementary Teacher Education: Addressing the Specialist-Generalist Issue, Tim Fletcher -- Learning to Teach Physics Teachers: Developing a Distinct Pedagogy of Teacher Education, Shawn Michael Bullock -- Developing and Assessing Professional Knowledge as a Science Teacher Educator: Learning about Teaching from Student Teachers, Pernilla Nilsson, John Loughran -- Following a Student into her Science Classroom to Better Understand the Tensions of Science Education, Deborah Trumbull -- Helping Preservice Science Teachers Analyze their Practices as We Study our Own, Patricia Morrell, Adele Schepige -- Developing a Model for a Self-study Professional Learning Community, Garry Hoban et al -- Science Teacher Education, Self-Study of Teacher Education Practices, and the Reflective Turn, Tom Russell.
520 |aPart of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development. The material recognizes the paradox that lies between classroom science and the education of science teachers: the disciplines of science are often perceived as a quest for right answers, an unintentional by-product of the classroom focus on right answers in student assessment in science. In contrast, the profession of teaching has few right answers and frequently involves the management of conflicting tensions. A dilemma thus arises in science teacher education of how to shift perspectives among student teachers from reductionist to more inclusive attitudes that are open to the mercurial realities of teaching. The self-studies presented here are unique, fresh and stimulating. They include the input of a beginning science teacher as well as science teacher educators from a range of backgrounds and varying levels of experience. In addition, the volume presents a truly international perspective on the issues, with authors hailing from five countries. Providing analysis at the leading edge of education theory, this collection will make fascinating reading for those teaching science—as well as those teaching science teachers.
650 0|aTeachers|xTraining of.
650 0|aScience|xStudy and teaching.
650 0|aLearning, Psychology of.
650 14|aTeaching and Teacher Education.
650 24|aScience Education.
650 24|aInstructional Psychology.
700 1 |aBullock, Shawn M.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aRussell, Tom.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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773 0 |tSpringer Nature eBook
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001 806815
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020 |a9789400739048|9978-94-007-3904-8
024 7 |a10.1007/978-94-007-3904-8|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1705-2286
072 7|aJNMT|2bicssc
072 7|aEDU053000|2bisacsh
072 7|aJNMT|2thema
082 04|a370.711|223
090 |aDK/8109
245 10|aSelf-Studies of Science Teacher Education Practices|h[electronic resource] /|cedited by Shawn M. Bullock, Tom Russell.
250 |a1st ed. 2012.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2012.
300 |aX, 206 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aSelf-Study of Teaching and Teacher Education Practices,|x2215-1850 ;|v12
505 0 |aExploring the Intersections of Self-Study, Science Teaching, and Science Teacher Education, Shawn Michael Bullock -- A Collaborative Self-Study of a Physics Teacher’s First Two Years of Teaching, Liam Brown, Tom Russell -- The Transformation from Expert Science Teacher to Science Teacher Educator, Dawn Garbett -- Bridging the Gap between a Science Laboratory Past and a Science Teacher Educator Present: Re-thinking the Doctoral Program in Science Education, Alexandra O. Santau -- Articulating our Values to Develop our Pedagogy of Science Teacher Education, Stephen Keast, Rebecca Cooper -- Using Self-Study to Develop a Pedagogy of Elementary Teacher Education: Addressing the Specialist-Generalist Issue, Tim Fletcher -- Learning to Teach Physics Teachers: Developing a Distinct Pedagogy of Teacher Education, Shawn Michael Bullock -- Developing and Assessing Professional Knowledge as a Science Teacher Educator: Learning about Teaching from Student Teachers, Pernilla Nilsson, John Loughran -- Following a Student into her Science Classroom to Better Understand the Tensions of Science Education, Deborah Trumbull -- Helping Preservice Science Teachers Analyze their Practices as We Study our Own, Patricia Morrell, Adele Schepige -- Developing a Model for a Self-study Professional Learning Community, Garry Hoban et al -- Science Teacher Education, Self-Study of Teacher Education Practices, and the Reflective Turn, Tom Russell.
520 |aPart of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development. The material recognizes the paradox that lies between classroom science and the education of science teachers: the disciplines of science are often perceived as a quest for right answers, an unintentional by-product of the classroom focus on right answers in student assessment in science. In contrast, the profession of teaching has few right answers and frequently involves the management of conflicting tensions. A dilemma thus arises in science teacher education of how to shift perspectives among student teachers from reductionist to more inclusive attitudes that are open to the mercurial realities of teaching. The self-studies presented here are unique, fresh and stimulating. They include the input of a beginning science teacher as well as science teacher educators from a range of backgrounds and varying levels of experience. In addition, the volume presents a truly international perspective on the issues, with authors hailing from five countries. Providing analysis at the leading edge of education theory, this collection will make fascinating reading for those teaching science—as well as those teaching science teachers.
650 0|aTeachers|xTraining of.
650 0|aScience|xStudy and teaching.
650 0|aLearning, Psychology of.
650 14|aTeaching and Teacher Education.
650 24|aScience Education.
650 24|aInstructional Psychology.
700 1 |aBullock, Shawn M.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aRussell, Tom.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400739031
776 08|iPrinted edition:|z9789400739055
776 08|iPrinted edition:|z9789401781602
830 0|aSelf-Study of Teaching and Teacher Education Practices,|x2215-1850 ;|v12
856 40|uhttps://doi.org/10.1007/978-94-007-3904-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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