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Teaching Practices in Preservice Science Teacher Education
Vise andre og tillknytning
2018 (engelsk)Inngår i: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs, Dublin, Ireland: Dublin City University , 2018, s. 1903-1914Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Recent efforts to design and study Pre-service Science Teacher Education have focused on engaging future teachers in teaching practices. This focus on practices comes with an explicit intention to blend aspects of knowledge and doing that has been historically separate in other efforts to teach novice learners practical aspects of their profession. This intention brings particular challenges to EU preservice teacher preparation programs that need to reconsider how to incorporate aspects of practices into their science education courses. These challenges not only emerge from the novelty and interrelated nature of these practices, but also from lack of clear ways of articulating what these practices are and look like across international teacher educational contexts. This paper brings together four EU studies and an international discussant that explore possibilities to embrace and respond to these challenges and being a cross-contextual conversation about science teacher education. 

sted, utgiver, år, opplag, sider
Dublin, Ireland: Dublin City University , 2018. s. 1903-1914
Emneord [en]
teacher education, preservice teachers, science teaching
HSV kategori
Forskningsprogram
naturvetenskapsämnenas didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-165445ISBN: 978-1-873769-84-3 (digital)OAI: oai:DiVA.org:su-165445DiVA, id: diva2:1283724
Konferanse
12th Conference of the European Science Education Research Association (ESERA), Dublin, Ireland, 21-25 August, 2017
Tilgjengelig fra: 2019-01-29 Laget: 2019-01-29 Sist oppdatert: 2019-11-28bibliografisk kontrollert

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