University researchers' inchoate critiques-of science teaching: Implications for the content of preservice science teacher education

1993 ◽  
Vol 77 (3) ◽  
pp. 301-317 ◽  
Author(s):  
Deborah J. Trumbull ◽  
Patricia Kerr
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teaching ◽  
Science Teacher Education ◽  
Preservice Science Teacher ◽  
Preservice Science Teacher Education ◽  
Teaching Implications

scholarly journals Exploring emotional climate in preservice science teacher education

2013 ◽  
Vol 8 (3) ◽  
pp. 529-552 ◽  
Author(s):  
Alberto Bellocchi ◽  
Stephen M. Ritchie ◽  
Kenneth Tobin ◽  
Maryam Sandhu ◽  
Satwant Sandhu
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teacher Education ◽  
Emotional Climate ◽  
Preservice Science Teacher ◽  
Preservice Science Teacher Education

Fostering Educational Technology Integration in Science Teacher Education

2010 ◽  
pp. 245-257
Author(s):  
Brenda M. Capobianco ◽  
James D. Lehman
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Identity Development ◽  
Science Teacher ◽  
Science Teaching ◽  
Science Teacher Education ◽  
Methods Course ◽  
Educational Technologies ◽  
Content Coverage ◽  
Problems Of Practice

This chapter describes one science teacher educator’s attempts to integrate various educational technologies in an elementary science methods course, her students’ responses to her attempts, and the tensions that emerged. The science teacher educator employed teacher action research as a means of systematic, reflective inquiry to examine critically how preservice elementary school science teachers think about, use, and reflect on educational technologies and how their developing professional identities intersect with adoption of these technologies. Tensions emerged from a dichotomy between what methods students perceived as “traditional” science teaching and science teaching using technology. Resulting problems of practice included: expertise in/with science and negotiating a new curriculum, control in the classroom, content coverage, and support and sense of community. The authors conclude their chapter with implications and recommendations for future research related to the significant role educational technology can play in science teacher education and science teacher identity development.

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