Abstract
Collectively and individually, the four chapters reviewed here constitute a valuable source of empirical evidence about science teacher preparation, and offer concrete examples of a variety of approaches to self-study. The chapters are grounded in the common assumption that if we (as teacher educators) aim to make meaningful and transformative changes in science education, we ought to engage in a systematic process of evaluating and re-evaluating our theoretical understandings and practices – a process grounded within the theoretical construct of reflection (Schon DA, The reflective practitioner: how professionals think in action. Basic Books, New York, 1983). The authors of the chapters take on various aspects of elementary science preparation, share different perspectives about the design of their methods courses, and delineate a range of approaches to self-study methodologies.
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References
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Avraamidou, L. (2016). Self-Studies of Elementary Science Teacher Educators: Insights, Implications, and Future Research Directions. 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_12
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DOI: https://doi.org/10.1007/978-3-319-32447-0_12
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