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Self-studies of science teacher education practices

Shawn M. Bullock, Tom Russell, editors (Springer Science, 2012)

 Abstrak

This collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development. The material recognizes the paradox that lies between classroom science and the education of science teachers, the disciplines of science are often perceived as a quest for right answers, an unintentional by-product of the classroom focus on right answers in student assessment in science. In contrast, the profession of teaching has few right answers and frequently involves the management of conflicting tensions. A dilemma thus arises in science teacher education of how to shift perspectives among student teachers from reductionist to more inclusive attitudes that are open to the mercurial realities of teaching.

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 Metadata

No. Panggil : e20400826
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Entri tambahan-Nama orang :
Subjek :
Penerbitan : Dordrecht, Netherlands: Springer Science, 2012
Sumber Pengatalogan: LibUI eng rda
Tipe Konten: text
Tipe Media: computer
Tipe Pembawa: online resource
Deskripsi Fisik:
Tautan: http://link.springer.com/book/10.1007%2F978-94-007-3904-8
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