Teaching about Teaching Science: Aims, Strategies, and Backgrounds of Science Teacher Educators

Autor/inn/en	Berry, Amanda; Van Driel, Jan H.
Titel	Teaching about Teaching Science: Aims, Strategies, and Backgrounds of Science Teacher Educators
Quelle	In: Journal of Teacher Education, 64 (2013) 2, S.117-128 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487112466266
Schlagwörter	Science Instruction; Science Teachers; Teacher Educators; Expertise; Teacher Competencies; Experienced Teachers; Foreign Countries; Secondary School Science; Prior Learning; Interviews; Preservice Teacher Education; Teaching Methods; Career Choice; Doctoral Degrees; Australia; Netherlands + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Expert appraisal; Lehrkunst; Ausland; Vorkenntnisse; Interviewing; Interviewtechnik; Lehramtsstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Doctoral degree; Doktorgrad; Australien; Niederlande
Abstract	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. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10