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From lesson plan to new comprehension: Exploring student teachers’ pedagogical reasoning in learning about teaching
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
2008 (English)In: European Journal of Teacher Education, ISSN 0261-9768Article in journal (Other academic) Submitted
Abstract [en]

The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. Shulman‟s process of pedagogical reasoning and action was used as a conceptual framework to systematically elucidate different critical incidents that student teachers experienced and to then apply it as an analytic framework for developing deeper understandings of the complex task of learning to teach primary science. Primary science student teacher participants (n = 22) were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The data collected consisted of: (A) the results from questions to the student teachers before the lesson; (B) questions to the school pupils; and, (C) written answers to a questionnaire and audio-recordings of group discussions concerning participants‟ answers to the total data sets (A, B & C). The results indicate that by helping student teachers to focus on critical incidents in their learning to teach they come to question their practice more deeply and through such reflection, gain new insights into teaching as being problematic.

Place, publisher, year, edition, pages
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-19243OAI: diva2:223789
Available from: 2009-06-15 Created: 2009-06-15 Last updated: 2009-07-06Bibliographically approved
In thesis
1. Learning to Teach and Teaching to Learn: Primary science student teachers´ complex journey from learners to teachers
Open this publication in new window or tab >>Learning to Teach and Teaching to Learn: Primary science student teachers´ complex journey from learners to teachers
2008 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis concerns the process of student teachers´ learning to teach primary science and is based on four studies involving primary science student teachers during their teacher education program. The overall question that the thesis intends to investigate is in which ways student teachers’ learning about teaching can be illustrated and understood in terms of the critical aspects that are experienced within their teaching and learning practices. The four papers in the thesis purposefully explore student teachers’ complex journey from learners to teachers and illustrate the processes of learning to teach by highlighting important aspects within that process. In the thesis the concept of pedagogical content knowledge (PCK) is used as the knowledge a teacher needs to construct and implement science learning experiences for pupils. Further to this, the thesis brings into focus the importance of teacher educators’ professional knowledge and how that knowledge must impact teacher education practice.

In making explicit student teachers’ experiences and concerns for teaching and learning science, the practices and processes highlighted in this thesis help to inform how to involve student teachers in developing a knowledge base for primary science teaching.

Abstract [sv]

Syftet med denna avhandling är att bidra till förståelsen av hur lärarstudenter utvecklar ämnesdidaktisk kunskap (PCK) för att undervisa yngre elever i naturvetenskap. Avhandlingen belyser och diskuterar lärarutbildningens komplexitet samt olika aspekter av den resa lärarstudenten upplever under sin väg från lärarstudent till lärare. Avhandlingen är en sammanläggningsavhandling med fyra artiklar och en kappa. Den övergripande frågeställningen är:

  • På vilka sätt kan lärarstudenters lärande om undervisning i naturvetenskap för grundskolans tidigare år illustreras och förstås i termer av de kritiska aspekter de erfar i sin undervisningspraktik?

De fyra artiklarna bygger på empiriska studier av lärarstudenter (F-5) i interaktion med barn och VFU-lärare i undervisning i naturvetenskap. I samtliga artiklar samt i kappan analyseras och diskuteras vilken kunskap som behövs för att undervisa små barn i naturvetenskap. Resultatet i artiklarna visar bland annat på: Hur såväl lärarstudenter som VFU-lärare utvecklar sin förmåga att undervisa naturvetenskap genom att planera, undervisa och reflektera tillsammans; vikten av olika metoder för att stimulera reflektion och därmed utveckla lärarstudenters och VFU-lärares förmåga att undervisa yngre elever i naturvetenskap; de kritiska aspekter som lärarstudenter erfar i sin undervisning samt hur dessa aspekter bidrar till en ökad förståelse för komplexiteten i såväl den undervisning och lärande i naturvetenskap; betydelsen av olika kunskapselement samt hur (behovet av) dessa identifieras i undervisningssituationen; exempel på hur lärarstudenter "lär sig" om naturvetenskaplig undervisning genom att undervisa (lär från eleverna).

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2008
Studies in Science and Technology Education, ISSN 1652-5051 ; 19
Experience, reflection, PCK, primary science, student teacher, teacher education, Erfarenhet, lärarstudent, lärarutbildning, naturvetenskap, PCK, reflektion, ämnesdidaktisk kunskap
National Category
Social Sciences
urn:nbn:se:liu:diva-19246 (URN)978-91-7393-825-9 (ISBN)
Public defence
2008-09-05, sal R1107, Hus Dormer, Högskolan i Halmstad, Halmstad, 13:00 (English)
Available from: 2009-06-15 Created: 2009-06-15 Last updated: 2010-04-23Bibliographically approved

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Department of Social and Welfare StudiesFaculty of Arts and Sciences
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European Journal of Teacher Education
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