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Professional learning opportunities from uncovering cover stories of science and science teaching for a scientist-in-transition

Ritchie, Stephen M., Kidman, Gillian C., & Vaughan, Tanya (2007) Professional learning opportunities from uncovering cover stories of science and science teaching for a scientist-in-transition. Cultural Studies of Science Education, 2(1), pp. 225-242.

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Abstract

Members of particular communities produce and reproduce cultural practices. This is an important consideration for those teacher educators who need to prepare appropriate learning experiences and programs for scientists, as they attempt to change careers to science teaching. We know little about the transition of career-changing scientists as they encounter different contexts and professional cultures, and how their changing identities might impact on their teaching practices. In this narrative inquiry of the stories told by and shared between career-changing scientists in a teacher-preparation program, we identify cover stories of science and teaching. More importantly, we show how uncovering these stories became opportunities for one of these scientists to learn about what sorts of stories of science she tells or should tell in science classrooms and how these stories might impact on her identities as a scientist–teacher in transition. We highlight self-identified contradictions and treat these as resources for further professional learning. Suggestions for improving the teacher-education experiences of scientist–teachers are made. In particular, teacher educators might consider the merits of creating opportunities for career-changing scientists to share their stories and for these stories to be retold for different audiences.

Impact and interest:

3 citations in Scopus
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ID Code: 8087
Item Type: Journal Article
Additional Information: For more information or for a copy of this article see the Publisher URL above or contact the author @ s.ritchie@qut.edu.au
Keywords: Emotions, Identity, Narrative inquiry, Scientific practice and culture, Teacher learning, Teacher stories
DOI: 10.1007/s11422-006-9044-7
ISSN: 1871-1510
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 Springer
Copyright Statement: The original publication is available at SpringerLink http://www.springerlink.com
Deposited On: 18 Jun 2007
Last Modified: 29 Feb 2012 23:23

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