ERIC Number: EJ1062618
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 35
Practice or Theory: Situating Science Teacher Preparation within a Context of Ecojustice Philosophy
Britton, Stacey A.; Tippins, Deborah J.
Research in Science Education, v45 n3 p425-443 Jun 2015
Theory is taught to preservice teachers from the moment they enter the education program until they graduate. While theory serves as the foundation in many teacher preparation courses, these future teachers must also understand the relationship it has to practice. The focus of this article is on the journey of one group of preservice secondary science teachers toward becoming practitioners with a theoretical understanding of what and how they would teach science. Ecojustice philosophy, being implemented through citizen science pedagogy, served as the framework for this method course and proved challenging for both the professor and the preservice teacher. Hermeneutic ethnography served as the guiding methodological/theoretical framework for this research and provided an opportunity for extensive data collection in an attempt to better understand how participants made sense of learning to teach within a method course focused around ecojustice philosophy. By using hermeneutic ethnography, we are encouraged to make sense of what we are seeing, while considering our own cultural experiences and abilities to interact with others taking part in these events. This research highlights the need for dialogue within science teacher preparation classrooms, addresses the challenges in teaching for practice-theory, and suggests possibilities for future considerations within science teacher preparation.
Descriptors: Teacher Education, Science Instruction, Theory Practice Relationship, Preservice Teachers, Secondary School Science, Hermeneutics, Ethnography, Methods Courses, Citizen Participation, Environmental Education, Educational Philosophy
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A