Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education
Science teacher educators (STEs) are key actors for implementing research-based science teacher education (RBSTE). Based on group interviews with 29 STEs from seven different teacher education (TE) institutions in Norway, this study reports how STEs view RBSTE. The STEs did not express a comprehens...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
University of Oslo
2023-03-01
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| Series: | Nordina: Nordic Studies in Science Education |
| Online Access: | https://journals.uio.no/nordina/article/view/9582 |
| _version_ | 1797339312885334016 |
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| author | Siv Gundrosen Ellen Karoline Henriksen Gunilla Eklund |
| author_facet | Siv Gundrosen Ellen Karoline Henriksen Gunilla Eklund |
| author_sort | Siv Gundrosen |
| collection | DOAJ |
| description |
Science teacher educators (STEs) are key actors for implementing research-based science teacher education (RBSTE). Based on group interviews with 29 STEs from seven different teacher education (TE) institutions in Norway, this study reports how STEs view RBSTE. The STEs did not express a comprehensive understanding of the term RBSTE; however, their descriptions of the aims of science TE were in line with educating research literate teachers - critical and reflective teachers who can develop their practice based on research. They regarded their own competence as decisive for RBSTE and described modelling research-based practices in science education as a way of teaching science and science education simultaneously. However, the STEs described tension between prioritising natural science and science education research. We conclude that STEs’ goals and practices are in line with the aims for RBSTE, but a stronger common understanding of what RBSTE entails is needed to further strengthen science TE.
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| first_indexed | 2024-03-08T09:44:11Z |
| format | Article |
| id | doaj.art-e77c241d102945bfbc5b467773ad469c |
| institution | Directory Open Access Journal |
| issn | 1504-4556 1894-1257 |
| language | Danish |
| last_indexed | 2024-03-08T09:44:11Z |
| publishDate | 2023-03-01 |
| publisher | University of Oslo |
| record_format | Article |
| series | Nordina: Nordic Studies in Science Education |
| spelling | doaj.art-e77c241d102945bfbc5b467773ad469c2024-01-29T16:10:36ZdanUniversity of OsloNordina: Nordic Studies in Science Education1504-45561894-12572023-03-01191Fostering research literate science teachers: Science teacher educators’ views on research-based teacher educationSiv Gundrosen0Ellen Karoline Henriksen1Gunilla Eklund2OsloMet - Oslo Metropolitan University, NorwayUniversity of Oslo and OsloMet - Oslo Metropolitan University, NorwayAbo Akademi University, Finland Science teacher educators (STEs) are key actors for implementing research-based science teacher education (RBSTE). Based on group interviews with 29 STEs from seven different teacher education (TE) institutions in Norway, this study reports how STEs view RBSTE. The STEs did not express a comprehensive understanding of the term RBSTE; however, their descriptions of the aims of science TE were in line with educating research literate teachers - critical and reflective teachers who can develop their practice based on research. They regarded their own competence as decisive for RBSTE and described modelling research-based practices in science education as a way of teaching science and science education simultaneously. However, the STEs described tension between prioritising natural science and science education research. We conclude that STEs’ goals and practices are in line with the aims for RBSTE, but a stronger common understanding of what RBSTE entails is needed to further strengthen science TE. https://journals.uio.no/nordina/article/view/9582 |
| spellingShingle | Siv Gundrosen Ellen Karoline Henriksen Gunilla Eklund Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education Nordina: Nordic Studies in Science Education |
| title | Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education |
| title_full | Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education |
| title_fullStr | Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education |
| title_full_unstemmed | Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education |
| title_short | Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education |
| title_sort | fostering research literate science teachers science teacher educators views on research based teacher education |
| url | https://journals.uio.no/nordina/article/view/9582 |
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