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Bridging the Gap Between a Science Laboratory Past and a Science Teacher Educator Present: Rethinking the Doctoral Program in Science Education

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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

Although the term science education implies that both science and education are integral to our field, most science teacher educators only have a background in classroom science teaching. Most of their experiences are thus grounded in the classroom and school context and rarely in the science laboratory. This chapter was motivated by my experiences seeking a university appointment after completing my doctorate in science education. It seemed to be presumed and was sometimes required that an applicant possessed science classroom experience, which I lacked. I became troubled that my experience in a science laboratory might not meet the requirements of the position as framed by the social and cultural contexts of elementary and secondary schooling. This self-study considers whether and to what extent my doctoral program prepared me to be a science teacher educator: Was I doomed because I lacked classroom experience, or did my doctoral program help bridge the gap between my laboratory past and my science teacher educator future? Through autobiographical accounts of my doctoral program, I reached the broad conclusion that through the individualized nature of my doctoral training, I was prepared to become both a researcher and an educator.

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Authors and Affiliations

  1. Department of Instruction and Leadership in Education, Duquesne University, Pittsburgh, PA, USA

    Alexandra O. Santau

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  1. Alexandra O. Santau
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Correspondence to Alexandra O. Santau .

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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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Santau, A.O. (2012). Bridging the Gap Between a Science Laboratory Past and a Science Teacher Educator Present: Rethinking the Doctoral Program in Science Education. 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_4

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