Self-Study of Science Teaching and Science Teacher Education Practices

Considering and Contesting Knowledge and Authority
Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)


The intersections between self-study methodology and science education research, broadly considered, are often tacit. In this chapter, I hope to complicate these conversations by contesting the kinds of disciplinary boundaries invoked between science education and self-study. I begin by highlighting some epistemological and ontological barriers that tend to exist in a variety of literatures. I then use three ideas in self-study that have arisen from science teacher educators to analyze and reflect on the nature of knowledge as framed by different disciplinary traditions. The concepts of the authority of experience, tensions, and self-study as professional development will thus guide our historical and conceptual analysis of self-study and science teaching and science teacher education, with a view to reducing the tacit and explicit boundaries that have often existed in considerations of this work. I conclude with an appeal to acknowledging the different ways of knowing about science education, science teaching and learning, and science teacher education so that conversations across disciplines might be more productive.


Science education Science teaching Authority of experience Tensions in self-study Professional development Teacher education Knowledge of teaching 


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Authors and Affiliations

  1. 1.University of CambridgeCambridgeUK

Section editors and affiliations

  • Alicia R Crowe
    • 1
  1. 1.College of Education, Health and Human ServicesKent State UniversityKentUSA

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