Mirror, mirrors on the wall, who is the most powerful of all? A self‐study analysis of power relationships in science methods courses

Abstract

This study explored the dynamics of power relationships in secondary science methods courses taught at an urban university in Southern California for credential candidates. Data collection extended over 10 academic semesters. Employing frameworks of power, self‐study, and critical pedagogy, the study analyzes the multifaceted and intricate roads (or multimirrored reflections) of an instructor on her way to becoming a transformative intellectual. Findings suggested that power sources and their use may vary according to the credential candidates' needs and the demands and perceptions of the different tasks performed in class. Perceptions of the instructor's goals and perceived attitudes during classroom tasks seemed to relate to power shifts ultimately influencing classroom dynamics. The major implications of this study was to reemphasize the acute need for instructor self‐studies in science education as a way of improving practice and fulfilling the demands of the changing and challenging science credential candidate population as well as their K–12 students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1370–1388, 2007

Adopting Just-in-Time Teaching in the Context of an Elementary Science Education Methodology Course

“…Despite perceived limitations, self-study has been embraced by teacher educators in recent years and has "spawned a diversity of practices across a range of settings" (Loughran, 2007, p. 9). For instance, over 2000 articles pertaining to self-study are currently found within the ERIC database, with application to such diverse fields as power relations in science education (Moscovici, 2007), examining pedagogical contradictions as a mathematics teacher (Alderton, 2008), and teaching and learning with the use of Whiteboard technology (Hodge & Anderson, 2007).…”

Teacher Power Bases: Czech Adaptation of Teacher Power Use Scale

“…např. McCroskey, Richmond, & McCroskey, 2006;Moscovici, 2007). K tomuto procesu přitom nedochází na základě toho, že jedna ze zúčastněných stran disponuje určitými zdroji, na jejichž základě může ovlivňovat druhou ze zúčastněných stran, ale tím, že je takto vnímána.…”

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

“…Philosophers such as Dewey ( 1938 ), Gadamer ( 1964 ), andFreire ( 1985 ) discussed the theoretical notions underlying this approach. Moscovici ( 2007 ) explored the power relationships in science methods courses. Despite this apparent lack of status, many of us have persisted in researching our own teaching.…”