Abstract
Pinnegar (1998) defined self-study as “a methodology for studying professional practice settings” (p. 33). This set of chapters demonstrates the range of practice settings that self-study can illuminate, from a focus on inquiry activities within a science methods course (Bowen, Bartley, MacDonald, & Sherman) to a programmatic analysis of a clinical preparation model (Makki & Holliday). Similarly, these chapters explore a range of knowledge and skills that we as a profession expect of our preservice science teachers (PSTs), such as the development of PSTs’ data literacy through engaging in inquiry learning (Bowen, Bartley, MacDonald, & Sherman) to the development of PSTs as reflective practitioners (Connor).
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Roehrig, G. (2016). Response to Section IV: Self-Studies and Secondary Science Methods Courses. In: Buck, G., Akerson, V. (eds) Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research. ASTE Series in Science Education. Springer, Cham. https://doi.org/10.1007/978-3-319-32447-0_16
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DOI: https://doi.org/10.1007/978-3-319-32447-0_16
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