Science Teacher Education

Driel, Jan van; Abell, Sandra K.

doi:10.1016/b978-0-08-044894-7.00682-5

Cited by 19 publications

(3 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Timmerman, 2009) aimed at making science more comprehensible and more attractive to school students. This is consistent with recent curricula for science teacher education (Van Driel & Abell, 2010). For all participants, this focus implied a tension with current practice in schools that seems to encourage PSTs to adopt traditional and didactic teaching strategies.…”

Section: Discussionsupporting

confidence: 78%

“…This implies a focus, especially in secondary method courses, on how students learn science, including common misconceptions, and conceptual change approaches. Moreover, recent curricula for science teacher education often aim at preparing science teachers to design and test curricular materials (Van Driel & Abell, 2010).…”

Section: Journal Of Teacher Education 64(2)mentioning

confidence: 99%

See 1 more Smart Citation

Teaching About Teaching Science

Berry

Driel

2012

Journal of Teacher Education

View full text Add to dashboard Cite

Despite pressing concerns about the need to prepare high-quality teachers and the central role of teacher educators (TEs) in this process, little is known about how TEs teach about teaching specific subject matter, and how they develop their expertise. This empirical study focuses on the specific expertise that science TEs bring into teacher education. Individual interviews and story lines were conducted with 12 experienced science TEs from four different teacher education institutions in Australia and the Netherlands, to gain insight into their aims for teaching about science teaching, and how their expertise has developed on the basis of their professional background and experiences. The findings of this exploratory study reveal similarities among the concerns of these TEs and yet considerable diversity among their approaches. The study aims to contribute to a better understanding of science TEs’ work and the development of a pedagogy of science teacher education.

show abstract

Section: Discussionsupporting

confidence: 78%

Section: Journal Of Teacher Education 64(2)mentioning

confidence: 99%

Teaching About Teaching Science

Berry

Driel

2012

Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…Student teachers face different challenges in relation to learning science and teaching science. One of the challenges is that they tend to see ideas and principles in science as something permanent and unchangeable, rather than as an ongoing human endeavor to understand the world we live in (Nilsson & van Driel, 2011;Van Driel & Abell, 2010). Many student teachers' understanding of science is based on their own schooling.…”

Section: Challenges Related To Student Teachers' Development Of Science Knowledgementioning

confidence: 99%

Student Teachers’ Collaborative Learning of Science in Small-Group Discussions

Williams

Svensson

2020

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

The present study aimed to examine the affordances and constraints of small-group discussions in relation to student teachers' learning of science. By drawing on variation theory, this study focused explicitly on the student teachers themselves as the primary agents for providing opportunities for their own learning of science. The results show that student teachers were more likely to arrive at a common understanding of the object of learning when they adopted explorative talk, which included asking questions, testing ideas, and presenting differing views. Furthermore, explorative talk indicated a higher density in patterns of variation within and between relevant dimensions of variation. These results have implications for facilitating small-group discussions as part of student teachers learning process.

show abstract

Assessment Reform in Science

Yung¹

2006

Science &Amp; Technology Education Library

View full text Add to dashboard Cite

All Rights Reserved © 2006 Springer. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

show abstract

Science Teacher Education

Cited by 19 publications

References 27 publications

Teaching About Teaching Science

Teaching About Teaching Science

Student Teachers’ Collaborative Learning of Science in Small-Group Discussions

Assessment Reform in Science

Contact Info

Product

Resources

About