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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https://doi.org/10.1007/978-94-017-4734-9 to design an intensive school based experience in collaboration with teachers. The setting of this study was a graduate 1-year program that prepares STEM career changers or recent graduates for teaching in urban schools. Some of the key findings that emerged from this process of self-study include

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Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research978-3-319-32447-0Series ISSN 2214-5435 Series E-ISSN 2214-5443

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Garnering the Experiences and Understandings Emerging from Self-Studies in Science Teacher Educationng 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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Promoting Student Agency in Science Inquiry: A Self-Study of Relational Pedagogical Practices in Sciundergraduate 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

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Using Self-Study to Learn to Teach Genetics to Pre-service Teachers for Understanding and for Teachirpose of teacher education is to be achieved. A survey of most of the S-STEP literature however, shows that most of the research that has been done has focussed on teaching about teaching in methodology courses and not in content courses. In the study that is reported in this chapter, I used the met

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Using Self-Study to Evaluate a Pedagogical Approach for Navigating Conflict in a Science Content Couontent course. The conflict centered on the widely disparate views of the quality of classwork produced by the PSTs. While the TE initially evaluated the classwork in a way that was highly critical of the PSTs, he chose to halt the course progression and use reflection activities (e.g., journaling)