Open AccessOnce Were Science Teachers
Author(s) -
John Loughran,
Amanda Berry,
Deborah Corrigan
Publication year - 2001
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2001.1992
Subject(s) - cognitive reframing , documentation , pedagogy , articulation (sociology) , critical reflection , teacher education , mathematics education , sociology , reflection (computer programming) , teaching method , science education , psychology , political science , computer science , social psychology , politics , law , programming language
This paper explores the development of three pre-service science teacher educators' understandings of some critical incidents in their development of science teachers that has impacted on the manner in which they teach about teaching in a teacher preparation program. The study draws on self-study methodology by situating their reflection on practice within a critical discourse whereby reframing has been important in learning through a reconsideration from particular critical incidents in their high school science teaching experiences. The authors argue that through critical reflection on practice, as illustrated in this paper, that the beginnings of the articulation and documentation of a knowledge base of teaching about teaching might be initiated. They therefore offer some of their emerging views on what that knowledge base might encompass through some assertions of practice that they believe impact on their teaching about teaching.