Developing Knowledge of Practice Through Self-Study: Becoming a Science Teacher Educator

Jennifer Louise Mansfield; Jeffrey John Loughran; Gillian Claire Kidman

doi:10.1007/978-3-319-32447-0_20

Developing Knowledge of Practice Through Self-Study: Becoming a Science Teacher Educator

Jennifer Louise Mansfield, Jeffrey John Loughran, Gillian Claire Kidman

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

Abstract

This is a story of my journey to ‘become’ a science teacher educator. I am in a transitionary process of making the shift, the shift from science teacher to science teacher educator and I am finding this to be difficult, challenging and confronting. However, with the assistance of my critical friends (co-authors) and teaching colleagues, I am able to explore my journey through a lens of discontent. I present to you three themes that emerged from my self-study: seeing what I don’t know: the novice in me; the shift: transforming science content into meaningful science teaching and learning, and putting theory into practice. I conclude with a description of my learnings.

Original language	English
Title of host publication	Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research
Subtitle of host publication	Turning a Critical Eye on Our Practice
Editors	Gayle A Buck, Valarie L Akerson
Place of Publication	Switzerland
Publisher	Springer
Pages	385-405
Number of pages	21
ISBN (Electronic)	9783319324470
ISBN (Print)	9783319324456
DOIs	https://doi.org/10.1007/978-3-319-32447-0_20
Publication status	Published - 2016

Publication series

Name	ASTE Series in Science Education

Access to Document

10.1007/978-3-319-32447-0_20

Cite this

Mansfield, J. L., Loughran, J. J., & Kidman, G. C. (2016). Developing Knowledge of Practice Through Self-Study: Becoming a Science Teacher Educator. In G. A. Buck, & V. L. Akerson (Eds.), Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research: Turning a Critical Eye on Our Practice (pp. 385-405). (ASTE Series in Science Education). Springer. https://doi.org/10.1007/978-3-319-32447-0_20

Mansfield, Jennifer Louise ; Loughran, Jeffrey John ; Kidman, Gillian Claire. / Developing Knowledge of Practice Through Self-Study : Becoming a Science Teacher Educator. Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research: Turning a Critical Eye on Our Practice. editor / Gayle A Buck ; Valarie L Akerson. Switzerland : Springer, 2016. pp. 385-405 (ASTE Series in Science Education).

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title = "Developing Knowledge of Practice Through Self-Study: Becoming a Science Teacher Educator",

abstract = "This is a story of my journey to {\textquoteleft}become{\textquoteright} a science teacher educator. I am in a transitionary process of making the shift, the shift from science teacher to science teacher educator and I am finding this to be difficult, challenging and confronting. However, with the assistance of my critical friends (co-authors) and teaching colleagues, I am able to explore my journey through a lens of discontent. I present to you three themes that emerged from my self-study: seeing what I don{\textquoteright}t know: the novice in me; the shift: transforming science content into meaningful science teaching and learning, and putting theory into practice. I conclude with a description of my learnings.",

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year = "2016",

doi = "10.1007/978-3-319-32447-0_20",

language = "English",

isbn = "9783319324456",

series = "ASTE Series in Science Education",

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Mansfield, JL , Loughran, JJ & Kidman, GC 2016, Developing Knowledge of Practice Through Self-Study: Becoming a Science Teacher Educator. in GA Buck & VL Akerson (eds), Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research: Turning a Critical Eye on Our Practice. ASTE Series in Science Education, Springer, Switzerland, pp. 385-405. https://doi.org/10.1007/978-3-319-32447-0_20

Developing Knowledge of Practice Through Self-Study: Becoming a Science Teacher Educator. / Mansfield, Jennifer Louise ; Loughran, Jeffrey John ; Kidman, Gillian Claire.
Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research: Turning a Critical Eye on Our Practice. ed. / Gayle A Buck; Valarie L Akerson. Switzerland: Springer, 2016. p. 385-405 (ASTE Series in Science Education).

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

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N2 - This is a story of my journey to ‘become’ a science teacher educator. I am in a transitionary process of making the shift, the shift from science teacher to science teacher educator and I am finding this to be difficult, challenging and confronting. However, with the assistance of my critical friends (co-authors) and teaching colleagues, I am able to explore my journey through a lens of discontent. I present to you three themes that emerged from my self-study: seeing what I don’t know: the novice in me; the shift: transforming science content into meaningful science teaching and learning, and putting theory into practice. I conclude with a description of my learnings.

AB - This is a story of my journey to ‘become’ a science teacher educator. I am in a transitionary process of making the shift, the shift from science teacher to science teacher educator and I am finding this to be difficult, challenging and confronting. However, with the assistance of my critical friends (co-authors) and teaching colleagues, I am able to explore my journey through a lens of discontent. I present to you three themes that emerged from my self-study: seeing what I don’t know: the novice in me; the shift: transforming science content into meaningful science teaching and learning, and putting theory into practice. I conclude with a description of my learnings.

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Mansfield JL , Loughran JJ , Kidman GC. Developing Knowledge of Practice Through Self-Study: Becoming a Science Teacher Educator. In Buck GA, Akerson VL, editors, Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research: Turning a Critical Eye on Our Practice. Switzerland: Springer. 2016. p. 385-405. (ASTE Series in Science Education). doi: 10.1007/978-3-319-32447-0_20