Practicing What We Teach

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


Science Teacher Educators as K-12 Teachers: Practicing What We Teach presents the professional purposes and benefits realized when science teacher educators arrange opportunities to teach children and adolescents in public schools and informal settings. This monograph for the Association for Science Teacher Education (ASTE) offers practical and theoretical insights for science teacher education articulated by ASTE scholars who have acted on their conviction that K-12 science teaching practice is integral to their work as science teacher educators. Each of the 16 narratives is placed in one of four groups defined by level of immersion in the teaching role. These groupings range from full-time “teaching with no ties to university” to part-time “teaching while university professor,” thus providing different models for integrating K-12 teaching with the professoriate. Each chapter presents science teacher educators as professionals engaged in reflective analysis of experiences in teaching children or adolescents science. This is not a collection of chapters that depict teacher educators as role models, showing the classroom teacher “how it’s done” or even that they’ve “still got it.” Rather, it is the willingness to learn anew about teaching youth that generates these honest accounts of praxis enhancing credibility and relevance for the teacher educators authoring these chapters. This introduction surveys the strengths and distinguishing aspects of each chapter.


Science Teaching Teacher Educator Science Teacher Classroom Teacher Teacher Candidate 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Carson, R. (1956). The sense of wonder. New York: Harper Collins.Google Scholar
  2. Chiodo, J. J. (2004). Going back to the classroom: From the university to the public school. The Clearing House, 77(3), 86–91.CrossRefGoogle Scholar
  3. Connelly, F. M., Candinin, D. J., & He, M. F. (1997). Teachers’ personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665–674.CrossRefGoogle Scholar
  4. Dias, M., Eick, C. J., & Brantley-Dias, L. (2011). Practicing what we teach: A self-study in implementing an inquiry-based curriculum in a middle grades classroom. Journal of Science Teacher Education, 22(1), 53–78.CrossRefGoogle Scholar
  5. Eick, C. J., Dias, M., & Cook, N. R. (2009). Middle school students’ conceptual learning from the implementation of a new NSF supported curriculum: Interactions in Physical Science. School Science and Mathematics, 109(1), 45–57.CrossRefGoogle Scholar
  6. Goldberg, F., Bendall, S., Heller, P., & Poel, R. (2006). Interactions in physical science. Armonk: It’s About Time.Google Scholar
  7. Hudson-Ross, S., & McWhorter, P. (1997). Findings from a yearlong job exchange: A mentor teacher’s bill of rights in teacher education (Reading Report No. 74). Athens/College Park: National Reading Research Center (ERIC Document Reproduction Services No. ED402559).Google Scholar
  8. Korthagen, F. A. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah: Lawrence Erlbaum Associates.Google Scholar
  9. Labaree, D. F. (2004). The trouble with ed schools. New Haven: Yale University Press.Google Scholar
  10. Loughran, J. (2007). Research teacher education practices: Responding to challenges, demands, and expectations of self-study. Journal of Teacher Education, 58(1), 12–20.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2014

Authors and Affiliations

  1. 1.Department of Biology and PhysicsKennesaw State UniversityKennesawUSA

Personalised recommendations