Exploring the Intersections of Self-Study, Science Teaching, and Science Teacher Education

Session Submission Type: Symposium

Abstract

The purpose of this session is to present self-study research being conducted in five different countries that explores how self-study methodology and literature can inform, and be informed by, science education literature. Each paper will present a group of authors engaged in research that uses self-study methodology to inform their practice as science teacher educators and their research in science education. We have each found self-study of teacher education practice (S-STEP) methodology to be an important process for helping us to understand our work with pre-service teachers and with other teacher educators. In particular, we are interested in exploring areas at the intersection of self-study literature, our personal teaching practices, and science education literature.

Sub Unit

• SIG-Self-Study of Teacher Education Practices

Chair

• Shawn M. Bullock, Simon Fraser University

Papers

• Becoming a Science Teacher Educator - Tim Fletcher, Memorial University; Dawn Garbett, University of Auckland; Alexandra Olivia Santau, Duquesne University; Stephen Keast, Monash University; Rebecca Cooper, Monash University

• Self-Study and Pedagogical Content Knowledge - Pernilla Nilsson, Halmstad University; J. John Loughran, Monash University; Deborah J. Trumbull, Cornell University

• Self-Study as Professional Learning for Science Teacher Educators - Garry F. Hoban, University of Wollongong; Wendy S. Nielsen, University of Wollongong; Patricia D. Morrell, University of Portland; Adele Schepige, Western Oregon University

Discussant

• Tom Russell, Queen's University