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The Transformation from Expert Science Teacher to Science Teacher Educator

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Self-Studies of Science Teacher Education Practices

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 12))

Abstract

As an experienced science teacher, my transformation into a science teacher educator was hindered by the relative ease with which I could make learning about science engaging and fun for my student teachers. The science experiences I shared were rich and varied and the teaching uncomplicated. However, as many other teacher educators have realized, teaching about teaching is more complex than teaching a subject, such as science, itself. Science education is the vehicle through which I engage my students in learning about teaching. As this self-study illustrates, developing expertise in teacher education comes from understanding the complexities of teaching about teaching and in being able to articulate and demonstrate those complexities in meaningful ways.

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Author information

Authors and Affiliations

  1. School of Curriculum and Pedagogy, Faculty of Education, University of Auckland, Auckland, New Zealand

    Dawn Garbett

Authors
  1. Dawn Garbett
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Correspondence to Dawn Garbett .

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Editors and Affiliations

  1. Institute of Technology, Faculty of Education, University of Ontario, Simcoe Street North 11, Oshawa, L1H 7L7, Ontario, Canada

    Shawn M. Bullock

  2. , Faculty of Education, Queen’s University, Union Street 511, Kingston, K7M 5R7, Ontario, Canada

    Tom Russell

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Garbett, D. (2012). The Transformation from Expert Science Teacher to Science Teacher Educator. In: Bullock, S., Russell, T. (eds) Self-Studies of Science Teacher Education Practices. Self-Study of Teaching and Teacher Education Practices, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3904-8_3

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