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Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research

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Cover of 'Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research'

Table of Contents

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    Book Overview
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    Chapter 1 Garnering the Experiences and Understandings Emerging from Self-Studies in Science Teacher Education
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    Chapter 2 Self-Study in Pre-service Science Teacher Education
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    Chapter 3 Promoting Student Agency in Science Inquiry: A Self-Study of Relational Pedagogical Practices in Science Teacher Education
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    Chapter 4 Using Self-Study to Learn to Teach Genetics to Pre-service Teachers for Understanding and for Teaching
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    Chapter 5 Using Self-Study to Evaluate a Pedagogical Approach for Navigating Conflict in a Science Content Course for Preservice Teachers
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    Chapter 6 Exploring Our Theoretical and Practical Understandings of Enthusiasm in Science Teaching: A Self-Study of Elementary Teacher Preparation
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    Chapter 7 Response to Section II: Practicing, Modeling, and Influencing Approaches to Teaching: A Commentary
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    Chapter 8 Evolving Goals, Pedagogies, and Identities as an Elementary Science Teacher Educator: Prioritizing Practice
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    Chapter 9 Our Journey of Understanding Through Lesson Study
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    Chapter 10 How Science Teacher Educators of Color Conceptualize and Operationalize Their Pedagogy in Science Methods Courses
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    Chapter 11 Uncertainties of Learning to Teach Elementary Science Methods Using Engineering Design: A Science Teacher Educator’s Self-Study
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    Chapter 12 Self-Studies of Elementary Science Teacher Educators: Insights, Implications, and Future Research Directions
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    Chapter 13 Experiences with Activities Developing Pre-service Science Teacher Data Literacy
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    Chapter 14 Going Beyond the Status Quo: A Longitudinal Self-Study of a School Based Science Teacher Preparation Program
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    Chapter 15 Biology Student Teachers’ Reflections in Eportfolios as a Trigger for Self-Study of a Teacher Educator
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    Chapter 16 Response to Section IV: Self-Studies and Secondary Science Methods Courses
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    Chapter 17 Finding the Means to Initiate and Sustain a Teacher Educator’s Pedagogical Content Knowledge (PCK) Development in Science Education
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    Chapter 18 Trash or Treasure? Re-conceptualizing My Ruins as a Tool for Re-imagining the Nature of Science Teacher Education
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    Chapter 19 Supporting New Members as They Transition into Our Science Education Community of Practice
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    Chapter 20 Developing Knowledge of Practice Through Self-Study: Becoming a Science Teacher Educator
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    Chapter 21 Reflections on Self-Studies and the Preparation of Future Science Teacher Educators
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    Chapter 22 Here’s Looking at You Kid: When the Researcher Becomes the Sample
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    Chapter 23 Turning a Critical Eye on Our Practice: Influence of Current Stories
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Title
Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research
Published by
Springer International Publishing, January 2016
DOI 10.1007/978-3-319-32447-0
ISBNs
978-3-31-932445-6, 978-3-31-932447-0
Editors

Gayle A. Buck, Valarie L. Akerson

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X Demographics

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 15 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Brazil 1 7%
Unknown 14 93%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 4 27%
Student > Doctoral Student 2 13%
Lecturer 2 13%
Student > Bachelor 1 7%
Student > Postgraduate 1 7%
Other 0 0%
Unknown 5 33%
Readers by discipline Count As %
Social Sciences 4 27%
Arts and Humanities 2 13%
Philosophy 1 7%
Psychology 1 7%
Computer Science 1 7%
Other 0 0%
Unknown 6 40%