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ERIC Number: ED431733
Record Type: Non-Journal
Publication Date: 1999-Apr-21
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Collisions in a Science Education Reform Context: Anxieties, Roles and Power.
Segal, Gilda
This narrative analysis presents one teacher educator's self-study of her first year in teacher education. It occurred when she was the junior partner in redesigning and teaching a science discipline subject to preservice elementary educators. The three-part learning and teaching model they developed included cooperative groups, learners' questions, and a technoscience context. Study data came from preparatory session notes, students' journals, the educator's written questions to students after reading the journals, her journal, audiotaped conversations with students and sessions with the collaborating planner, and students' class notes and projects. Students' expectations of pedagogy and assessment practice collided sharply with the context that was designed. Throughout this paper's discussion of the emergent analytic themes of anxiety, roles, and power, the educator has interwoven reflection on parts of her life history to advance the understanding of her practice. Some of this study's significance lies in its implications for extending the methodology of self-study. By including in self-study of practice analysis of a colleague's philosophy of learning and teaching, one can uncover and better understand one's own philosophy. Another significant aspect of this research lies in its method of analyzing self-study. The teacher educator suggests that selecting context, not the individual, as the unit of analysis in self-study of practice within a Vygotskian theoretical framework leads to a deepened understanding of one's practice and hence of ways to improve pedagogy. (Contains 39 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia