Once Were Science Teachers

Authors

John Loughran, Monash UniversityFollow
Amanda Berry, Monash UniversityFollow
Deborah Corrigan, Monash UniversityFollow

Abstract

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.

Keywords

qualitative research

Publication Date

12-1-2001

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2001.1992

Recommended APA Citation

Loughran, J., Berry, A., & Corrigan, D. (2001). Once Were Science Teachers. The Qualitative Report, 6(4), 1-13. https://doi.org/10.46743/2160-3715/2001.1992