“Meet the scientist”: how pre-service teachers constructed knowledge and identities

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

A continuing issue for tertiary educators, and pre-service teachers alike, is the articulation between university classes where the pre-service teacher is the user of knowledge, and the school setting where the pre-service teacher is the imparter of knowledge. It is not clear how easily pre-service teachers can transfer university learnings into 'in school' practice whilst on a practicum placement or as a beginning teacher. Similarly, it is not clear how easily knowledge, both contextual content and pedagogical knowledge, learned in the school can be dis-embedded from the particular school context and understood more generally by the pre-service teacher. The school and university settings demand different tools, social interactions and knowledges, and often contradictions occur. As problems arise, the pre-service teacher is required to integrate numerous elements from both contexts to provide a solution to the challenge. Pre-service teachers must not simply engage in a single setting at any one time, they must engage in multi-tasking within a single context, but also in multiple communities of practice simultaneously (Tsui, 2003). By integrating elements in multiple contexts, to solve problems, new learning occurs through the blend of ideas. This proposed chapter explores the problems of transfer between the university setting and school setting for pre-service secondary science teachers. The chapter will explore the following research questions: (1) What informal science activity systems can be at play in school-university activity systems that impact upon the knowledge gain and transfer of preservice science teachers? (2) Are these activities sources of two-way knowledge transfer?.

Original languageEnglish
Title of host publicationNavigating the Changing Landscape of Formal and Informal Science Learning Opportunities
EditorsDeborah Corrigan, Cathy Buntting, Alister Jones, John Loughran
Place of PublicationCham Switzerland
PublisherSpringer
Pages183-192
Number of pages10
Edition1st
ISBN (Electronic)9783319897615
ISBN (Print)9783319897608
DOIs
Publication statusPublished - 2018

Keywords

  • Pre-service teachers
  • University-school partnerships
  • Transfer of learning
  • Experiential learning
  • Meet a scientist

Cite this

Kidman, G., & Marangio, K. (2018). “Meet the scientist”: how pre-service teachers constructed knowledge and identities. In D. Corrigan, C. Buntting, A. Jones, & J. Loughran (Eds.), Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities (1st ed., pp. 183-192). Springer. https://doi.org/10.1007/978-3-319-89761-5_11