Self-Study of Science Teaching and Science Teacher Education Practices

2020 ◽  
pp. 1-22
Author(s):  
Shawn Michael Bullock
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teaching ◽  
Science Teacher Education ◽  
Self Study

scholarly journals “Developing Pedagogical Practices to Enhance Confidence and Competence in Science Teacher Education”, de Dawn Garbett

2012 ◽  
Author(s):  
Luciana Maria de Jesus Baptista Gomes
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teacher Education ◽  
Peer Teaching ◽  
Pedagogical Practices ◽  
Self Study

A resenha crítica descrita é sobre o trabalho "Developing Pedagogical Practices to Enhance Confidence and Competence in Science Teacher Education" da professora Dawn Garbett, no qual são contempladas duas vertentes contemporâneas, que convidam o professor a refletir sobre sua praxis. A primeira, o autoestudo (Self-study), em que o professor é convidado a uma permanente reflexão sobre sua prática pedagógica de maneira mais concisa – com ordenação e planejamento, o que quer dizer com registro em Diário de Campo das inferências pontuais e subjetivas do seu cotidiano. A segunda vertente é o ensino aos pares (Peer teaching), no qual grupos pequenos e até mesmo duplas de colegas são estimulados à reflexão sobre as aulas, conteúdos, práticas pedagógicas e relação com os seus contextos. É o reconhecimento de que o ensino-aprendizagem, quando realizado e avaliado como um processo conjunto, tem mais chances de, acertadamente, cumprir seus objetivos. As extensões dos temas trabalhados para outras práticas abre possibilidades para se pensar a formação de profesores -e as ações educativas- indo além dos muros escolares.

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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