© 2014

Science Teacher Educators as K-12 Teachers

Practicing what we teach

  • Michael Dias
  • Charles J. Eick
  • Laurie Brantley-Dias

Part of the ASTE Series in Science Education book series (ASTE, volume 1)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Introduction

    1. Front Matter
      Pages 1-1
    2. Michael Dias
      Pages 7-17
  3. K-12 Teaching with No Ties to University

  4. K-12 Teaching During University Sabbatical

  5. K-12 Teaching in a Summer Program

    1. Front Matter
      Pages 147-147
    2. Neporcha Cone, Bongani D. Bantwini, Ethel King-McKenzie, Barry Bogan
      Pages 169-179
    3. Molly H. Weinburgh, Cecilia Silva, Kathy Smith
      Pages 181-194
  6. K-12 Teaching While University Professor

    1. Front Matter
      Pages 195-195

About this book


Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention.
Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educators who stepped away from their traditional role and entered the classroom to teach children and adolescents in public schools and informal settings. It details the practical and theoretical insights that these members of the Association of Science Teacher Educators (ASTE) earned from experiences ranging from periodic guest teaching to full-time engagement in the teaching role.
Science Teacher Educators as K-12 Teachers shows science teacher educators as professionals engaged in reflective analysis of their beliefs about and experiences with teaching children or adolescents science. With their ideas about instruction and learning challenged, these educators became more aware of the circumstances today's teachers face. Their honest accounts reveal that through teaching children and adolescents, teacher educators can also renew themselves and expand their identities as well as their understanding of themselves in the profession and in relation to others.
Science Teacher Educators as K-12 Teachers will appeal to all those with an interest in science education, from teacher educators to science teachers, as well as teacher educators in other disciplines. Its narratives and insights may even inspire more teacher educators to envision new opportunities to serve teachers, K-12 learners and the local community through a variety of teaching arrangements in public schools and informal education settings.


K-12 teaching elementary science education practical knowledge science education science education reforms science learning science teacher education science teacher educator science teaching self-study research

Editors and affiliations

  • Michael Dias
    • 1
  • Charles J. Eick
    • 2
  • Laurie Brantley-Dias
    • 3
  1. 1.Department of Biology and PhysicsKennesaw State UniversityKennesawUSA
  2. 2.Department of Curriculum and TeachingAuburn UniversityAuburnUSA
  3. 3.Department of Instructional TechnologyKennesaw State UniversityKennesawUSA

Bibliographic information

  • Book Title Science Teacher Educators as K-12 Teachers
  • Book Subtitle Practicing what we teach
  • Editors Michael Dias
    Charles J. Eick
    Laurie Brantley-Dias
  • Series Title ASTE Series in Science Education
  • Series Abbreviated Title ASTE Series in Science Education
  • DOI
  • Copyright Information Springer Science+Business Media B.V. 2014
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law Education (R0)
  • Hardcover ISBN 978-94-007-6762-1
  • Softcover ISBN 978-94-017-8371-2
  • eBook ISBN 978-94-007-6763-8
  • Series ISSN 2214-5435
  • Series E-ISSN 2214-5443
  • Edition Number 1
  • Number of Pages IX, 322
  • Number of Illustrations 0 b/w illustrations, 0 illustrations in colour
  • Topics Science Education
    Teaching and Teacher Education
  • Buy this book on publisher's site


From the reviews:

“This book offers a wide variety of case studies describing the experiences of US academic teacher trainers. … While this book is exclusively focused on the US school system, the broad backgrounds of its authors ensures that most people would gain some benefit from it, especially those in the teacher training profession. … gives a fascinating anecdotal insight into the US school and university system.” (Charles Harrison, Education in Chemistry, February, 2014)