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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Abell, S. (2000). From professor to colleague: Creating a professional identity as collaborator in elementary science. Journal of Research in Science Teaching, 37(6), 548–562.
Achieve, Inc. (2013). Next generation science standards. Retrieved November 11, 2013, from http://www.nextgenscience.org
Akerson, V., Pongsanon, K., Weiland, I., & Nargund-Joshi, V. (2014). Developing a professional identity as an elementary teacher of nature of science: A self-study of becoming an elementary teacher. International Journal of Science Education. doi:10.1080/09500693.2014.890763.
Aubusson, P., Griffin, J., & Steele, F. (2010). A design-based self-study of the development of student reflection in teacher education. Studying Teacher Education, 6(2), 201–216.
Beeman-Cadwallader, N., Buck, G., & Trauth-Nare, A. (2014). Tipping the balance from expert to facilitator: Examining myths about being a teacher educator. Studying Teacher Education, 10(1), 70–85.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy, & Practice, 5, 7–74.
Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach (Revisedth ed.). Albany, NY: State University of New York Press.
Buck, G., Trauth-Nare, A., & Kaftan, J. (2010). Making formative assessment discernable to pre-service teachers of science. Journal of Research in Science Teaching, 47(4), 402–421.
Capobianco, B. (2007). A self-study of the role of technology in promoting reflection and inquiry-based science teaching. Journal of Science Teacher Education, 18(2), 271. doi:10.1007/s10972-007-9041-z.
Clandinin, F. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
Clark, A., & Erickson, G. (2006). Teacher inquiry: What’s old is new again! BC Educational Leadership, 1, 44–68.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Dias, M., Eick, C., & Brantley-Dias, L. (2011). Practicing what we teach: A self-study in implementing an inquiry-based curriculum in a middle grades classroom. Journal of Science Teacher Education, 22, 53–78.
Faikhamta, C., & Clarke, A. (2013). A self-study of a Thai teacher educator developing a better understanding of PCK for teaching about teaching science. Research in Science Education, 43(3), 955–979.
Feinman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.
Freese, A. R. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching & Teacher Education, 22(1), 100–119. doi:10.1016/j.tate.2005.07.003.
Freire, P. (1985). The politics of education: Culture, power and liberation (D. Macedo, Trans.). New York: Bergin & Garvey.
Gadamer, H. G. (1964). Truth and method. New York: Continuum.
Garbett, D. (2011). Developing pedagogical practices to enhance confidence and competence in science teacher education. Journal of Science Teacher Education, 22(8), 729–743.
Garbett, D. (2012). The transformation from expert science teacher to science teacher educator. In S. M. Bullock & T. Russell (Eds.), Self-studies of science teacher education practices (pp. 31–44). New York: Springer.
Garbett, D., & Ovens, A. (2012). Being a teacher educator: Exploring issues of authenticity and safety through self-study. Australian Journal of Teacher Education, 37(3), 44–56.
Gitomer, D., & Duschl, R. (1998). Emerging issues and practices in science assessment. In K. Tobin (Ed.), International handbook of science education (pp. 791–810). London: Kluwer Academic.
Goodnough, K. (2006). Enhancing pedagogical content knowledge through self-study: An exploration of problem-based learning. Teaching in Higher Education, 11(3), 301–318.
Greenwood, D. J., & Levin, M. (2001). Pragmatic action research and the struggle to transform universities into learning communities. In P. Reason & H. Bradbury (Eds.), Handbook of action research (pp. 103–113). London: Sage.
Keast, S., & Cooper, R. (2012). Articulating our values to develop our pedagogy of science teacher education. In S. M. Bullock & T. Russell (Eds.), Self-studies of science teacher education practices (pp. 65–83). New York: Springer.
Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22, 1020–1041.
Krajewski, S., & Schwartz, R. (2014). A community college instructor’s reflective journey toward developing pedagogical content knowledge for nature of science in a non-majors undergraduate biology course. Journal of Science Teacher Education, 25, 543–566.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820.
LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–870). Dordrecht, The Netherlands: Springer.
Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London: Routledge.
Loughran, J., & Northfield, J. (1998). A framework for the development of self-study practice. In M. Hamilton (Ed.), Reconceptualizing teacher practice: Self-study in teacher education (pp. 7–18). London: Falmer Press.
Marble, S. (2006). Learning to teach through lesson study. Action in Teacher Education, 28(3), 86–96.
Moscovici, H. (2007). Mirror, mirrors on the wall, who is the most powerful of all? A self-study analysis of power relationships in science methods courses. Journal of Research in Science Teaching, 44, 1370–1388.
National Research Council. (2012). A framework for K-12 science education: Practices, cross-cutting concepts, and core ideas. Washington, DC: National Academies Press.
NGSS Lead States. (2014). The next generation of science standards: For states, by states. Washington, DC: National Academy Press.
Rice, D. C., & Roychoudhury, A. (2003). Preparing more confident preservice elementary science teachers: One elementary science methods teacher’s self-study. Journal of Science Teacher Education, 14(2), 97–126.
Richardson, V. (1994). Conducting research on practice. Educational Researcher, 23, 5–10.
Russell, T. (1998). Philosophical perspectives: Introduction. In M. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 5–6). Bristol, PA: Falmer Press, Taylor & Francis.
Santau, A. (2012). Bridging the gap between a science laboratory past and a science teacher educator present: Rethinking the doctoral program in science education. In S. M. Bullock & T. Russell (Eds.), Self-studies of science teacher education practices (pp. 45–64). New York: Springer.
Schutz, P. A., & Pekrun, R. (2007). Emotion in education [electronic resource]/[edited by] Paul A. Schutz, Reinhard Pekrun. Amsterdam: Academic.
Siry, C., & Lara, J. (2012). “I didn’t know water could be so messy”: Coteaching in elementary teacher education and the production of identity for a new teacher of science. Cultural Studies of Science Education, 7, 1–30.
Smith, G. A. (2007). Place-based education: Breaking through the constraining regularities of public school. Environmental Education Research, 13(2), 189–207.
Trumbull, D. (2012). Following a student into her science classroom to better understand the tensions of science education. In S. Bullock & T. Russell (Eds.), Self-studies of science teacher education practices (pp. 139–156). New York: Springer.
Wells, G. (2004). Narrating and theorizing activity in education settings. Mind, Culture, and Activity, 11, 70–77.
Wiebke, H., & Park Rogers, M. (2014). Transition to science teacher educator: Tensions experienced while learning to teach lesson sequencing. Studying Teacher Education, 10, 222–238.
Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28, 4–15.
Zeichner, K. (2001). Education action research. In P. Reason & H. Bradbury (Eds.), Handbook of action research (pp. 273–284). Thousand Oaks, CA: SAGE Publications.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
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
Download citation
DOI: https://doi.org/10.1007/978-3-319-32447-0_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-32445-6
Online ISBN: 978-3-319-32447-0
eBook Packages: EducationEducation (R0)