Developing Science Teacher Educators’ Pedagogy of Teacher Education

Berry, Amanda; Loughran, John

doi:10.1007/978-1-4020-9041-7_28

Cited by 7 publications

(3 citation statements)

References 13 publications

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“…The teacher–researcher gathers and analyzes data from a specific teaching context with the explicit purpose of improving the teaching practice (Bullough & Pinnegar, ). While self‐study methodology has its roots in teacher education (Berry & Loughran, ; Gallagher, Griffin, Parker, Kitchen, & Figg, ; LaBoskey, ), we argue that it is applicable to all higher education teachers who seek continuous improvement in their teaching and want to know whether or not their teaching practices are consistent with their ideals and theoretical perspectives about teaching (LaBoskey, ).…”

Section: Sscf Modelmentioning

confidence: 97%

Wiser Together: Sustaining Teaching Excellence With a Self-Study/Critical Friend

Smith

Bradbury

2019

To Improve the Academy

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This article examines the development of a self‐study/critical friend (SSCF) model of educational development . The SSCF model provides benefits for the self‐study teacher in the form of personalized, sustained support . The critical friend in the pairing described here also serves as an educational development fellow, so this study provided an experiential development opportunity for her to try a potential model of response, documentation, feedback, and support for a single faculty member. This article describes the rationale, process, and outcomes of a SSCF investigation, a promising model for providing support that is significant, sustained, and individualized to higher education teaching faculty.

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Section: Sscf Modelmentioning

confidence: 97%

Wiser Together: Sustaining Teaching Excellence With a Self-Study/Critical Friend

Smith

Bradbury

2019

To Improve the Academy

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“…Drawing from Loughran's work, Ritter (2007) further highlighted a distinction between a pedagogy of classroom teaching and pedagogy of teacher education, whereby classroom teachers teach subject matter, while teacher educators teach about how to teach subject matter. Considering this perspective, and focusing on science teacher educators, Berry and Loughran (2012) noted the multifaceted challenges of the role of a teacher educator, and the need for science teacher educators specifically (and the same could be said for mathematics teacher educators, as elaborated in Even (2005) and Jaworski ( 2008)) that to experience and understand learning about science teaching and learning in ways that challenge their existing taken-for-granted assumptions about practice, they need to work on developing their pedagogy of (science/mathematics) teacher education. Looking across each of the studies in this special issue, one could say that these researchers have indeed taken up the idea to challenge their existing assumptions about practice, and they have done so in different ways, from different perspectives, and for different purposes.…”

Section: Conclusion: Insights From This Special Issuementioning

confidence: 99%

Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth

Rogers¹,

Berry²,

Krainer³

et al. 2021

Int J of Sci and Math Educ

Self Cite

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The seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.

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“…Following Berry and Loughran's (2012) argument, the analytical tool we propose might contribute to making the use of examples more explicit for student teachers. An analytical approach (e.g., an analytical tool) applied on authentic video materials from classrooms is one way to facilitate discussions with student teachers about the particular challenges involved in science teaching and learning (Martin & Siry, 2012).…”

Section: Making the Tacit Explicit Building The Knowledge Of Sciencementioning

confidence: 99%

The use of examples in school science: Developing an analytical tool to enable a discussion in science teacher education

Johansen

Rocksén

Bjønness

2018

NorDiNa

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Examples play important roles in science teaching as vehicles for both conceptual learning and affective engagement. In this article, we develop an analytical tool that deconstructs and deliberates on the use of examples in school science. This analytical tool approaches examples as part of social interactions in the classroom. The tool can be used to deconstruct the use of examples by identifying the relations among the actors, the types of knowledge and how knowledge is communicated. The tool then facilitates a deliberation on examples' epistemic affordance -their potential for pupils' learning. We apply the analytical tool on empirical materials from two classrooms where teachers and pupils (aged 15-16) work with examples connected to evolution, genes and traits. We presume that if this analytical tool is applied on authentic classroom materials in pre-service training, student teachers will benefit when they design or re-use examples in their own future teaching practices.

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Developing Science Teacher Educators’ Pedagogy of Teacher Education

Cited by 7 publications

References 13 publications

Wiser Together: Sustaining Teaching Excellence With a Self-Study/Critical Friend

Wiser Together: Sustaining Teaching Excellence With a Self-Study/Critical Friend

Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth

The use of examples in school science: Developing an analytical tool to enable a discussion in science teacher education

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