References
Aguirre, J. M., Haggerty, S. M., & Linder, C. J. (1990). Student teachers' conceptions of science, teaching, and learning: A case study in preservice science education. International Journal of Science Education, 12(4), 381–390.
Britzman, D. P. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442–456.
Britzman, D. P. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
Feiman-Nemser, S. (1983). Learning to teach. In L. S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150–170). New York: Longman.
Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of learning from experience in teacher education. Teachers College Record, 87, 53–65.
Geddis, A. N. (1993). Transforming subject-matter knowledge: The role of pedagogical content knowledge in learning to reflect on teaching. International Journal of Science Education, 15(6), 673–683.
Geddis, A. N., & Wood, E. (1997). Transforming subject matter and managing dilemmas: A case study in teacher education. Teaching and Teacher Education, 13(6), 611–626.
Grossman, P. L., & Richert, A. E. (1988). Unacknowledged knowledge growth: A re-examination of the effects of teacher education. Teaching and Teacher Education, 4(1), 53–62.
Hacking, I. (1975). Representing and intervening. Oxford, UK: Oxford University Press.
Kilbourn, B., & Roberts, D. A. (1984). Science, society, and the nonacademic student—Phase I: Final Report. (Project 410–81–0726). Ottawa, Ontario, Canada: Social Science and Humanities Research Council.
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
Munby, H., & Russell, T. (1994). The authority of experience in learning to teach: Messages from a physics methods course. Journal of Teacher Education, 45(2), 86–95.
Osborne, R., & Freyberg, P. (Eds.). (1985). Learning in science: The implications of children's science. Auckland, New Zealand: Heinemann.
Roberts, D. A. (1998). Analyzing school science courses: The concept of companion meaning. In D. A. Roberts & L. Oestman (Eds.), Problems of meaning in science curriculum (pp. 5–12). New York: Teachers College Press.
Rodriguez, A. J. (1993). A dose of reality: Understanding the origin of the theory/practice dichotomy in teacher education from the students' point of view. Journal of Teacher Education, 44(3), 213–222.
Scardamalia, M., & Bereiter, C. (1989). Conceptions of teaching and approaches to core problems. In M. C Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 37–46). New York: Pergamon.
Schwab, J. J. (1978). The practical: Arts of eclectic. In I. Westbury & N. J. Wilkof (Eds.), Science curriculum and liberal education: Selected essays (pp. 322–364). Chicago, IL: University of Chicago Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
Smylie, M. A. (1989). Teachers' views of the effectiveness of sources of learning to teach. Elementary School Journal, 89(5), 543–558.
Tobias, S. (1990). They're not dumb, they're different: Stalking the second tier. Tucson, AZ: Research Corporation.
Wood, E., & Geddis, A. N. (in press). Self-conscious narrative and teacher education: Representing practice in professional coursework. Teaching and Teacher Education.
Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329–348). New York: Macmillan.
Author information
Authors and Affiliations
About this article
Cite this article
Geddis, A.N., Roberts, D.A. As Science Students Become Science Teachers: A Perspective on Learning Orientation. Journal of Science Teacher Education 9, 271–292 (1998). https://doi.org/10.1023/A:1009427332256
Issue Date:
DOI: https://doi.org/10.1023/A:1009427332256