Part of a vital Springer series on self-study practices in
teaching and teacher education, this collection offers a range of
contributions to the topic that embody the reflections of science
teacher educators who have applied self-study methodology to their
own professional development. The material recognizes the paradox
that lies between classroom science and the education of science
teachers: the disciplines of science are often perceived as a quest
for right answers, an unintentional by-product of the classroom
focus on right answers in student assessment in science. In
contrast, the profession of teaching has few right answers and
frequently involves the management of conflicting tensions. A
dilemma thus arises in science teacher education of how to shift
perspectives among student teachers from reductionist to more
inclusive attitudes that are open to the mercurial realities of
teaching.
The self-studies presented here are unique, fresh and
stimulating. They include the input of a beginning science teacher
as well as science teacher educators from a range of backgrounds
and varying levels of experience. In addition, the volume presents
a truly international perspective on the issues, with authors
hailing from five countries. Providing analysis at the leading edge
of education theory, this collection will make fascinating reading
for those teaching science-as well as those teaching science
teachers."
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