Developing science teacher educators' pedagogy of teacher education

Second International Handbook of Science Education

Volumn , Issue , 2012, Pages 401-

  Berry, Amanda ^a   Loughran, John ^a  

^a MONASH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85016996668     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4020-9041-7_28     Document Type: Chapter

References (39)

1. Appleton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers' practice. International Journal of Science Education, 21, 155-168.
2. Aubusson, P. (2006). Columbus and crew. In P. Aubusson & S. Schuck (Eds.), Teacher learning and development: The mirror maze (pp. 96-916). Dordrecht, The Netherlands: Springer.
3. Bencze, L., & Hodson, D. (1999). Changing practice by changing practice: Toward more authentic science and science curriculum development. Journal of Research in Science Teaching, 36, 521-539.
4. Berry, A. (2007). Tensions in teaching about teaching: Understanding practice as a teacher educator. Dordrecht, The Netherlands: Springer.
5. Blenkinsop, S., & Bailey, P. (1996). Emergent conceptions of subject integration in teacher education:An action research study. In J. Richards & T. Russell (Eds.), Empowering our future in teacher education: Proceedings of the first international conference on self-study of teacher education practices (Vol. 1, pp. 221-226). Kingston, Canada: Queens University.
6. Brandenburg, R. (2008). Powerful pedagogy: A self-study of a teacher educator's practice. Dordrecht, The Netherlands: Springer.
7. Bullock, S. M. (2009). Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit. Teachers and Teaching: Theory and Practice, 15, 291-304.
8. Capobianco, B., & Lehman, J. (2006). Integrating technology to foster inquiry in an elementary science methods course: An action research study of one teacher educator's initiatives in a PT3 project. Journal of Computers in Mathematics and Science Teaching, 25, 123-146.
9. Chin, P. (1997). Teaching and learning in teacher education: Who is carrying the ball? In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 117-129). London: Falmer.
10. Clark, C., & Lampert, M. L. (1986). The study of teacher thinking: Implications for teacher education. Journal of Teacher Education, 37 (5), 27-31.
11. Cooper, R., & Keast, S. (2008). Linking the goals of teacher education with the challenges of teaching preservice teachers. In M. L. Heston, D. L. Tidwell, K. K. East, & L. M. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity and self-study:Proceedings of the seventh international conference on self-study of teacher education practices (pp. 77-81). Cedar Falls, IA: University of Northern Iowa.
12. Goodnough, K. (2003, April). Preparing pre-service science teachers: Can problem-based learning help? Paper presented at the annual meeting of the American Educational Research Association, Chicago.
13. Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra, Australia: Commonwealth Department of Education, Training and Youth Affairs.
14. Gunstone, R. F. (1990). Children's science: A decade of developments in constructivist views of science teaching and learning. Australian Science Teachers' Journal, 36 (4), 9-19.
15. Hoban, G. (1997). Learning about learning in the context of a science methods course. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 133-149). London: Falmer.
16. Korthagen, F. A. J. (with Kessels, J., Koster, B., Langerwarf, B., & Wubbels, T.) (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum.(with)
17. Loughran, J. J. (1997). Teaching about teaching: Principles and practice. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 57-69). London: Falmer.
18. Loughran, J. J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London: Routledge.
19. Loughran, J. J. (2007a). Researching teacher education practices: Responding to the challenges, demands and expectations of self-study. Journal of Teacher Education, 58 (1), 12-20.
20. Loughran, J. J. (2007b). Science teacher as learner. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1043-1066). Mahwah, NJ: Lawrence Erlbaum.
21. Loughran, J. J., & Northfield, J. R. (1996). Opening the classroom door: Teacher, researcher, learner. London: Falmer.
22. Millar, R. (2006). Engaging science. London: Wellcome Trust.
23. Mitchener, C. (2000). Personal meaning in science teacher education: The facilitating garden. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education:Proceedings of the third international conference on self-study of teacher education practices (Vol. 1, pp. 183-186). Kingston, Canada: Queen's University.
24. Mueller, A. (2004). Swimming upstream together: Exploring new depths of self-study. In D. L. Tidwell, L. M. Fitzgerald, & M. L. Heston (Eds.), Journeys of hope: Risking self-study in a diverse world: Proceedings of the fifth international conference on self-study of teacher education practices (pp. 194-197). Cedar Falls, IA: University of Northern Iowa.
25. Nicol, C. (1997). Learning to teach prospective teachers to teach mathematics: Struggles of a beginning teacher educator. In J. Loughran & T. Russell (Eds.), Teaching about teaching:Purpose, passion and pedagogy in teacher education (pp. 95-116). London: Falmer.
26. Nicol, C. (2006). Designing a pedagogy of inquiry in teacher education: Moving from resistance to listening. Studying Teacher Education: A Journal of Self-study of Teacher Education Practices, 2 (1), 25-41.
27. Pfundt, H., & Duit, R. (2000). Bibliography: Students' alternative frameworks and science education (5th ed.). Kiel, Germany: Institute of Science Education at the University of Kiel.
28. Pressick-Kilborn, K., Griffin, J., & Weiss, L. (2006). Exploring unanticipated pathways: Teachers and researchers learning about their practices through classroom-based research. In P. Aubusson & S. Schuck (Eds.), Teacher learning and development: The mirror maze (pp. 33-51). Dordrecht, The Netherlands: Springer.
29. Russell, T. (1995). Returning to the physics classroom to re-think how one learns to teach physics. In T. Russell & F. Korthagen (Eds.), Teachers who teach teachers: Reflections on teacher education (pp. 95-112). London: RoutledgeFalmer.
30. Russell, T. (1997). Teaching teachers: How I teach IS the message. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 32-47). London: Falmer.
31. Russell, T. (2007). How experience changed my values as a teacher educator. In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships and practices (pp. 182-191). London: Routledge.
32. Russell, T., & Loughran, J. J. (Eds.). (2007). Enacting a pedagogy of teacher education: Values, relationships and practices. London: Routledge.
33. Russell, T., & Martin, A. (2007). Learning to teach science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1151-1176). Mahwah, NJ: Lawrence Erlbaum.
34. Schuck, S., & Segal, G. (2002). Learning about our teaching from our graduates, learning about our learning with critical friends. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 88-101). London: RoutledgeFalmer.
35. Segal, G. (1999, April). Collisions in the science education reform context: Anxieties, roles and power. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
36. Sharkawy, A., & Russell, T. (2008). Beginning a teacher educator's journey of self-study in the elementary science methods classroom. In M. L. Heston, D. L. Tidwell, K. K. East, & L. M. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity and selfstudy:Proceedings of the seventh international conference on self-study of teacher education practices (pp. 288-292). Cedar Falls, IA: University of Northern Iowa.
37. Trumbull, D. J. (2004). Factors important for the scholarship of self-study of teaching and teacher education practices. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 1211-1230).Dordrecht, The Netherlands: Kluwer Academic Publishers.
38. Trumbull, D. J. (2006). Sharing my teaching journal with my students. In P. Aubusson & S. Schuck (Eds.), Teacher learning and development: The mirror maze (pp. 67-82). Dordrecht, The Netherlands: Springer.
39. White, R. T., & Gunstone, R. F. (1992). Probing understanding. London: Falmer.