Abstract
In preparing this essay in celebration of 20 years of the Canadian Journal of Science, Mathematics and Technology Education (CJSMTE), the author reflects on her developmental trajectory as a science teacher educator, and researcher through the lens of professional learning. She describes how her engagement with the journal contributed to her professional growth in terms of teaching and scholarship. As a member of the editorial board of the journal since its inception, the author outlines how being a reviewer for the journal, a contributor to the journal, and a consumer of the journal has benefitted her professional learning over a 20-year period, starting with her early work as an academic. She recommends that new science teacher educators and established scholars strongly consider the CJSTME as a dissemination venue for research, as well as a source for informing personal and professional learning in science, mathematics, and technology education. Moreover, she suggests that science teacher educators reflect on the content of their professional learning, the types of activities that will meet their professional learning goals, and the rationale for engaging in professional learning activities.
Résumé
En préparant cet essai pour célébrer les 20 ans de la Revue canadienne de l’enseignement des sciences, des mathématiques et de la technologie (CJSMTE), l’auteure réfléchit à sa trajectoire de développement en tant que formatrice d’enseignants de sciences et chercheuse à travers le prisme de l’apprentissage professionnel. Elle décrit comment son engagement auprès de la revue a contribué à sa croissance professionnelle en termes d’enseignement et de bourses. En tant que membre du comité de rédaction de la revue depuis sa création, l’auteure explique comment le fait d’être examinatrice pour la revue, contributrice à la revue et consommatrice de la revue a été bénéfique à son apprentissage professionnel sur une période de 20 ans, dès ses débuts en tant qu’universitaire. Elle recommande que les nouveaux formateurs d’enseignants en sciences et les universitaires établis considèrent fortement le CJSTME comme un lieu de diffusion de la recherche, ainsi qu’une source d’information sur l’apprentissage personnel et professionnel dans l’enseignement des sciences, des mathématiques et de la technologie. De plus, elle suggère que les formateurs d’enseignants en sciences réfléchissent au contenu de leur apprentissage professionnel, aux types d’activités qui répondront à leurs objectifs d’apprentissage professionnel et aux raisons de s’engager dans des activités d’apprentissage professionnel.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Acharya, A., & Mohanty, P. K. (2019). Action research. In M. Gupta, M. Shaheen, & K. Reddy (Eds.), Qualitative techniques for workplace data analysis (pp. 221-245). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-5366-3.ch010
Appleton, K. (2006). Science pedagogical content knowledge and elementary school teachers. In K. Appleton (Ed.), Elementary science teacher education (pp. 31–54). Mahwah, NJ: Erlbaum. https://doi.org/10.1007/s10972-008-9109-4
Ball, D. L., Thames, M. H., & Phelps, G. C. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
Berry, A. (2007). Tensions in teaching about teaching: Understanding practice as a teacher educator. Dordrecht: Springer. https://doi.org/10.1007/1-4020-5993-0
Brobst, J., Markworth, K., Tasker, T., & Ohana, C. (2017). Comparing the preparedness, content knowledge, and instructional quality of elementary science specialists and self-contained teachers. Journal of Research in Science Teaching, 54(10), 1302–1321. https://doi.org/10.1002/tea.21406
Bryan, L. A. (2003). Nestedness of beliefs: Examining a prospective elementary teacher’s beliefs about science teaching and learning. Journal of Research in Science Teaching, 40, 835–868. https://doi.org/10.1002/tea.10113
Bryan, L. A. (2012). Research on science teacher beliefs. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second International Handbook of Science Education (pp. 477–495). Dordrecht: Springer International. https://doi.org/10.1007/978-1-4020-9041-7_33
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press. https://doi.org/10.1080/09650792.2010.525018
Czerniak, C., Pea, C., Evans, R., & Luft, J. (2014). The role of science teacher beliefs in international classrooms: From teacher actions to student learning. Leiden, NL: Brill/Sense. https://doi.org/10.1007/978-94-6209-557-1
Darling-Hammond, L., & Lieberman, A. (2013). Teacher education around the world: Changing policies and practices. New York: Routledge. https://doi.org/10.4324/9780203817551
Davis, E. A., & Smithey, J. (2009). Beginning teachers moving toward effective elementary science teaching. Science Education, 93, 745–770. https://doi.org/10.1002/sce.20311
DeCoito, I., Goodnough, K., & Steele, A. (2014). Canadian Journal of Science, Mathematics and Technology Education special issue on Science, Technology, Engineering, and Mathematics (STEM) Education. Canadian Journal of Science, Mathematics and Technology Education, 14(3), 306–309. https://doi.org/10.1080/14926156.2014.956037
DeCoito, I., Steele, A., & Goodnough, K. (2016). Introduction to the special issue on Science, Technology, Engineering, and Mathematics (STEM) Education. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 109-113. https://doi.org/10.1080/14926156.2016.1166298
Gale, H. (2011). The reluctant academic: Early-career academics in a teaching orientated university. International Journal for Academic Development, 16(3), 215–227. https://doi.org/10.1080/1360144X.2011.596705
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
Goodnough, K. (2001). Multiple intelligences theory: A framework for personalizing science curricula. School Science and Mathematics, 101(4), 180–193. https://doi.org/10.1111/j.1949-8594.2001.tb18021.x
Goodnough, K. (2005). Issues in modified problem-based learning: A self-study in pre-service science teacher education. Canadian Journal ofScience, Mathematics & Technology Education, 5(3), 289–306. https://doi.org/10.1080/14926150509556663
Goodnough, K. (2006). Enhancing pedagogical content knowledge through self-study: An exploration of problem-based learning. Teaching in Higher Education, 11(3), 301–318. https://doi.org/10.1080/13562510600680715
Goodnough, K., & Cashion, M. (2006). Exploring problem-based learning in the context of high school science: Design and implementation issues. School Science and Mathematics, 106(7), 280–295. https://doi.org/10.1111/j.1949-8594.2006.tb17919.x
Goodnough, K. C., & Hung, W. (2008). Engaging teachers’ pedagogical content knowledge: Adopting a nine-step problem-based learning model. Interdisciplinary Journal of Problem-Based Learning, 2(2), 61-90. https://doi.org/10.7771/1541-5015.1082
Goodnough, K., & Nolan, B. (2008). Engaging elementary teachers’ pedagogical content knowledge: Adopting problem-based learning in the context of science teaching and learning. Canadian Journal of Science, Mathematics and Technology Education, 8(3), 197–216. https://doi.org/10.1080/14926150802315130
Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334–346. https://doi.org/10.1080/13664530.2013.813766
Grossman, P. (2011). A framework for teaching practice: A brief history of an idea. Teachers College Record, 113(12), 2836- 2843.
Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748–750. https://doi.org/10.1177/003172170308401007
Hadar, L. L., & Brody, D. L. (2018). Individual growth and institutional advancement: The in house model for teacher educators’ professional learning. Teaching and Teacher Education, 75(1), 105–115. https://doi.org/10.1016/j.tate.2018.06.007
Harley, D., & Acord, S.K. (2011). Peer review in academic promotion and publishing: Its meaning, locus and future. UC Berkeley: Center for Studies in Higher Education. Retrieved from escholarship.org/uc/item/1xv148c8
Hodson, D. (2002). Countering science reluctance in elementary science education: Contrasting approaches via action research. Canadian Journal of Science, Mathematics and Technology Education, 2(3), 305–320. https://doi.org/10.1080/14926150209556523
Hodson, D. (2014) Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534-2553. https://doi.org/10.1080/09500693.2014.899722
Hodson, D. (2015). Giving Canadian science, mathematics, and technology education an independent voice. Canadian Journal of Science, Mathematics and Technology Education, 15(4), 339–343. https://doi.org/10.1080/14926156.2015.1091901
Janssen, F., Grossman, P., & Westbroek, H. (2015). Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity. Teaching and Teacher Education, 51, 137–146. https://doi.org/10.1016/j.tate.2015.06.009
Jones, M.G., & Edmunds, J. (2006). Models of elementary science instruction: Roles of science specialists. In K. Appleton (Ed.), Elementary science teacher education: International perspectives on contemporary issues and practice (pp. 317-343). Mahwah, NJ: Lawrence Erlbaum Associates.
Karagiorgi, Y., & Nicolaidou, M. (2013). Professional development of teacher educators: Voices from the Greek-Cypriot context. Professional Development in Education, 39(5), 784 798. https://doi.org/10.1080/19415257.2012.746719
Kilbourne, B. F., Bowman, T. G., & Mazerolle, S. M. (2018). A developmental perspective on behaviors of new faculty transition into higher education. Athletic Training Education Journal, 13(4), 348–358. https://doi.org/10.4085/1304348
Kitchen, J., & Petrarca, D. (2016). Approaches to teacher education. In J. Loughran & M. Hamilton (Eds.), International Handbook of Teacher Education (pp. 137-186). Singapore: Springer. https://doi.org/10.1007/978-981-10-0366-0_4
Kosnik, C., Miyata, C., Cleovoulou, Y., Fletcher, T., & Menna, L. (2015). The education of teacher educators. In T. Falkenberg (Ed.), Handbook of Canadian research in initial teacher education (pp. 207-224). Ottawa: Canadian Association of Teacher Education.
Koster, B., Dengerink, J., Korthagen, F., & Lunenberg, M. (2008). Teacher educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching, 14(5-6), 567 587. https://doi.org/10.1080/13540600802571411
Kritchevsky, S.B. (2018). The benefits of reviewing. Journal of the American Geriatrics Society, 66 (7), 1253-1253. https://doi.org/10.1111/jgs.15249
Liston, D., Borko, H., & Whitcomb, J. (2008). The teacher educator’s role in enhancing teacher quality. Journal of Teacher Education, 59(2), 111–116. https://doi.org/10.1177/0022487108315581
Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283. https://doi.org/10.1177/0022487114533386
Lu, Y. (2013). Experienced journal reviewers’ perceptions of engagement with the task of reviewing: An Australian perspective. Higher Education Research and Development, 32(6), 946-959. https://doi.org/10.1080/07294360.2013.806441
Melville, W. (2010). Professional learning in a school-based community of science teachers. Leiden, NL: Brill/Sense. https://doi.org/10.1163/9789460911712
Murray, J. (2008). Towards the re-articulation of the work of teacher educators in higher education institutions in England. European Journal of Teacher Education, 31(1), 17–34. https://doi.org/10.1080/02619760701845073
Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21(2),125–42. https://doi.org/10.1016/j.tate.2004.12.006
Nespor, J. (1987). The role of teacher beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328. https://doi.org/10.1080/0022027870190403
Niemi, R. (2019). Five approaches to pedagogical action research. Educational Action Research, 27(5), 651–666. https://doi.org/10.1080/09650792.2018.1528876
Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators’ professional learning: A literature review. Teaching and Teacher Education, 75, 93-104. https://doi.org/10.1016/j.tate.2018.06.003
Rearick, M. L., & Feldman, A. (1999). Orientations, purposes and reflection: A framework for understanding action research. Teaching and Teacher Education, 15(4), 333–349. https://doi.org/10.1016/S0742-051X(98)00053-5
Ronan, D.M. (2014). Science specialists in urban elementary schools: An ethnography examining science teaching identity, motivation and hierarchy in a high-stakes testing climate. Doctoral dissertation, Columbia University, New York, NY.
Russell, T., & Martin, A. K. (2017). Teacher education needs an epistemology of practice. In: J. Mena, A. García-Valcárcel, F. García-Peñalvo, F., & M. Martín Del Pozo (Eds.), Search and research: Teacher education for contemporary contexts (pp. 111–118). Salamanca: Ediciones Universidad Salamanca.
Schwartz, R. S., & Gess-Newsome, J. (2008). Elementary science specialists: A pilot study of current models and a call for participation in the research. Science Educator, 17(2), 19–30. Retrieved from https://files.eric.ed.gov/fulltext/EJ851873.pdf
Steiner, L. (2004). Designing effective professional development experiences: What do we know. Naperville, IL: Learning Point Associates.
Wellington, J. (2001). What is science education for? Canadian Journal of Science, Mathematics and Technology Education, 1(1), 23–38. https://doi.org/10.1080/14926150109556449
Wiseman, D., & Pegg, J. (2015). CJSMTE at fifteen: A particularly Canadian approach. Canadian Journal of Science, Mathematics and Technology Education, 15(4), 351–363. https://doi.org/10.1080/14926156.2015.1093203
Yeo, M., Bennett, D., McNichol, J. S., & Merkley, C. (2015). New faculty experience in times of institutional change. Canadian Journal of Higher Education, 45(4), 283–297. Retrieved from journals.sfu.ca/cjhe/index.php/cjhe/article/view/184576
Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382. https://doi.org/10.1177/0022487112445789
Zeichner, K., & Bier, M. (2012). The turn toward practice and clinical experiences in U.S. teacher education. Beitrage Zur Lehrerbildung/Swiss Journal of Teacher Education, 30(2), 153-170.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The author declares that there is no conflict of interest.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Goodnough, K. Professional Learning and the Canadian Journal of Science, Mathematics and Technology Education: Reflections of a Science Teacher Educator. Can. J. Sci. Math. Techn. Educ. 20, 764–774 (2020). https://doi.org/10.1007/s42330-020-00119-1
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s42330-020-00119-1