liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Primary science student teachers’ and their mentors’ joint learning through reflection on their science teaching
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
2008 (English)In: Journal of Science Teacher Education, ISSN 1046-560XArticle in journal (Other academic) Submitted
Abstract [en]

This paper focuses on what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7 to 9. The student teachers had had training in scientific knowledge, but only brief experience of teaching. The mentors were well experienced in the pedagogy of teaching and mentoring, but did not feel confident about their science content knowledge and the teaching of science. During a four-week school practicum, two lessons of each of two student teachers and their two mentors were video recorded and later reflected on in a stimulated recall session. During their reflections, the student teachers and the mentors gave concrete examples of their development of subject matter knowledge, pedagogical knowledge, instructional knowledge and knowledge of pupils.

Place, publisher, year, edition, pages
2008.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-19244OAI: oai:DiVA.org:liu-19244DiVA: diva2:223790
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
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 19
Keyword
Experience, reflection, PCK, primary science, student teacher, teacher education, Erfarenhet, lärarstudent, lärarutbildning, naturvetenskap, PCK, reflektion, ämnesdidaktisk kunskap
National Category
Social Sciences
Identifiers
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)
Opponent
Supervisors
Available from: 2009-06-15 Created: 2009-06-15 Last updated: 2010-04-23Bibliographically approved

Open Access in DiVA

No full text

Other links

Link to Ph.D. Thesis
By organisation
Department of Social and Welfare StudiesFaculty of Arts and Sciences
In the same journal
Journal of Science Teacher Education
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 45 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf