Self-Study as the Development of Practical Wisdom in Science Education: A Tale of Two Science Educators

• In Event: 26.072 - Self-Study Utilizing Critical Friends

Abstract

The purpose of our paper is to explore the potential of self-study of teaching and teacher education practices for naming and interpreting our pedagogies as science educators in two different faculties within the same institution. We met regularly and exchanged teaching journals while one of us taught a science teacher education course and the other taught an undergraduate biology course. We found our critical friendship to be enormously helpful for naming and interpreting features of our practice. Our paper will report on how knowledge about teaching and learning science generated from self-study can be framed within the constructs of propositional knowledge, experiential knowledge, and how self-study might be a basis-for-knowing in science education.

Authors

• Shawn M. Bullock, Simon Fraser University

• Erin Barley, Simon Fraser University