Practicing What We Teach

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

Abstract

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.

Keywords

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.

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Copyright information

© Springer Science+Business Media B.V. 2014

Authors and Affiliations

  1. 1.Department of Biology and PhysicsKennesaw State UniversityKennesawUSA

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