Titlebook: Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research; Turning a Critical E Gayle A. Buck,Valari

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Gayle A. Buck,Valarie L. AkersonCompiles self-studies in science teacher education.highlighting methods, content, and doctoral level courses to foster discussion.on complexities of science teacher education.Analysesthe current and p

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https://doi.org/10.1007/978-94-6265-231-6ng and our own teaching practices. For us, self-study offers this integrity by enabling us to systematically explore our theories and practice in a reflexive manner. Although we have witnessed an increase of individuals conducting self-study research, we believe that its potential is not yet reached

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The Prevention of Oil Pollutiont the field, and how that relates to the self-study of preservice science teacher education. It begins by acknowledging the differences among those who engage in the practice of and research on science teacher education from those who engage in research on science education. While the former focus o

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https://doi.org/10.1007/978-3-031-09066-0undergraduate science course required for elementary education majors. The purpose of this self-study was to examine personal assumptions about relational pedagogy – specifically, that relational pedagogy serves as a means for confronting the constraining regularities of a normative, homogenized sci