Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research

1. Front Matter

   Pages i-xi

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2. Introduction: Self-Studies and Science Education

   1. Front Matter

      Pages 1-1

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   2. Garnering the Experiences and Understandings Emerging from Self-Studies in Science Teacher Education

      • Gayle A. Buck, Valarie L. Akerson, Brent Gilles

      Pages 3-22

   3. Self-Study in Pre-service Science Teacher Education

      • Allan Feldman

      Pages 23-39

3. Self-Studies and Science Content Courses for Teachers

   1. Front Matter

      Pages 41-41

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   2. Promoting Student Agency in Science Inquiry: A Self-Study of Relational Pedagogical Practices in Science Teacher Education

      • Amy Trauth-Nare, Gayle A. Buck, Nicole Beeman-Cadwallader

      Pages 43-67

   3. Using Self-Study to Learn to Teach Genetics to Pre-service Teachers for Understanding and for Teaching

      • Eunice Nyamupangedengu

      Pages 69-93

   4. Using Self-Study to Evaluate a Pedagogical Approach for Navigating Conflict in a Science Content Course for Preservice Teachers

      • Sarah Quebec Fuentes, Mark Bloom

      Pages 95-120

   5. Exploring Our Theoretical and Practical Understandings of Enthusiasm in Science Teaching: A Self-Study of Elementary Teacher Preparation

      • Brent Gilles, Gayle A. Buck

      Pages 121-141

   6. Response to Section II: Practicing, Modeling, and Influencing Approaches to Teaching: A Commentary

      • G. Michael Bowen

      Pages 143-148

4. Self-Studies and Elementary Science Methods Courses

   1. Front Matter

      Pages 149-149

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   2. Evolving Goals, Pedagogies, and Identities as an Elementary Science Teacher Educator: Prioritizing Practice

      • Elizabeth A. Davis

      Pages 151-176

   3. Our Journey of Understanding Through Lesson Study

      • Stephen Marble, Michael Kamen, Gilbert (Gil) Naizer, Molly Weinburgh

      Pages 177-191

   4. How Science Teacher Educators of Color Conceptualize and Operationalize Their Pedagogy in Science Methods Courses

      • Karthigeyan Subramaniam, Sumreen Asim, Eun Young Lee, Kia S. Rideaux

      Pages 193-214

   5. Uncertainties of Learning to Teach Elementary Science Methods Using Engineering Design: A Science Teacher Educator’s Self-Study

      • Brenda M. Capobianco

      Pages 215-231

   6. Self-Studies of Elementary Science Teacher Educators: Insights, Implications, and Future Research Directions

      • Lucy Avraamidou

      Pages 233-240

5. Self-Studies and Secondary Science Methods Courses

   1. Front Matter

      Pages 241-241

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   2. Experiences with Activities Developing Pre-service Science Teacher Data Literacy

      • G. Michael Bowen, Anthony Bartley, Leo MacDonald, Ann Sherman

      Pages 243-269

   3. Going Beyond the Status Quo: A Longitudinal Self-Study of a School Based Science Teacher Preparation Program

      • Nidaa Makki, Gary Holliday

      Pages 271-288

   4. Biology Student Teachers’ Reflections in Eportfolios as a Trigger for Self-Study of a Teacher Educator

      • Lindsey Norma Conner

      Pages 289-310

Self-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students’ learning. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education. Chapter authors range from those new to the field to established researchers, highlighting the value of self-study research in science teacher education for every career rank. The fifteen self-studies provided in this book support and extend this contemporary work in science teacher education. They, and the subsequent reflections on professional knowledge, are organized into four sections: content courses for preservice teachers, elementary methods courses, secondary methods courses, and preparation of future teacher educators. Respondents from various locations around the globe share their reflections on these sections. A culminating reflection of the findings of these studies is provided at the end of the book that provides an overview of what we have learned from these chapters, as well as a reflection on the role of self-study research in the future of science teacher education. 

• Formative assessment
• Inquiry-based science teaching
• Pedagogical content knowledge
• Pre-service science teachers
• Pre-service teacher education
• Problem-based learning
• Professional knowledge
• Professional practice
• Reflective practice
• Science content courses
• Science methods courses
• Science teacher education
• Science teacher educators
• Science teacher preparation
• Self-study research
• Identity Development

• Department of Curriculum and Instruction, Indiana University, BLOOMINGTON, USA

  Gayle A. Buck, Valarie L. Akerson

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