Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research
Self-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students’ learning. This volume provides an introduct
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Gayle A. Buck Valarie L. Akerson Editors
Enhancing Professional Knowledge of PreService Science Teacher Education by SelfStudy Research Turning a Critical Eye on Our Practice
ASTE Series in Science Education
More information about this series at http://www.springer.com/series/11803
Gayle A. Buck • Valarie L. Akerson Editors
Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research Turning a Critical Eye on Our Practice
Editors Gayle A. Buck Department of Curriculum and Instruction Indiana University Bloomington, IN, USA
Valarie L. Akerson Department of Curriculum and Instruction Indiana University Bloomington, IN, USA
ISSN 2214-5435 ISSN 2214-5443 (electronic) ASTE Series in Science Education ISBN 978-3-319-32445-6 ISBN 978-3-319-32447-0 (eBook) DOI 10.1007/978-3-319-32447-0 Library of Congress Control Number: 2016944220 © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland
Foreword
Building on Findings from Self-Studies in Science Education The editors of this volume have sought to bring together a range of authors interested in pursuing the development of science education through self-study. As is clear, the chapter authors come with a varied range in experience of self-study methodology. That is a good thing as it offers access to ideas, opportunities and experiences from different starting points, thus enhancing the volume’s value in terms of speaking to science educators at various points in their career and with different concerns and interests in science teacher education. From the outset, self-study has been alluring to teacher educators because of its serious focus on teaching and learning about teaching, especially so from the privileged position of the teacher of teachers. That which Whitehead (1993) termed as bei
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