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International Journal of Science Education Volume 16, 1994 - Issue 5
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Original Articles

Perspectives on learning to teach science: insights and dilemmas from a collaborative practicum project

Gaalen Erickson University of British Columbia
,
Jolie Mayer‐Smith University of British Columbia
,
Alberto Rodriguez University of British Columbia
,
Peter Chin Queen's University, Canada
&
Ian Mitchell Monash University, Australia
Pages 585-597 | Published online: 25 Feb 2007

Citations (15)

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Read on this site (6)

Todd Campbell & Kimberly Lott. (2010) Triad dynamics: investigating social forces, roles, and storylines. Teaching Education 21:4, pages 349-366.
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Hafþór Guðjónsson. (2007) Learning to Think of Learning to Teach as Situated: A self-study. Studying Teacher Education 3:1, pages 23-34.
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Brian Sevier. (2005) “What does this have to do with us?”: Pursuing Transformative Possibilities and Cultural Relevancy in a Social Foundations Teacher Education Course. Theory & Research in Social Education 33:3, pages 347-375.
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Alberto J. Rodriguez. (2001) Courage and the Researcher's Gaze: (Re)defining Our Roles as Cultural Warriors for Social Change. Journal of Science Teacher Education 12:4, pages 277-294.
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AlbertoJ. Rodriguez. (1999) Making ethnicity invisible in the name of equity: Standard contradictions in the national science education standards . Multicultural Perspectives 1:2, pages 3-7.
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Vicente Mellado, Lorenzo J. Blanco & Constantino Ruiz. (1998) A Framework for Learning to Teach Science in Initial Primary Teacher Education. Journal of Science Teacher Education 9:3, pages 195-219.
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Articles from other publishers (9)

Helen Meyer. (2004) Novice and expert teachers' conceptions of learners' prior knowledge. Science Education 88:6, pages 970-983.
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Orit Zaslavsky. (2004) Learning events in the life of a community of mathematics educatorsLernereignisse in einer Gemeinschaft von Mathematiklehrer(innen). Zentralblatt für Didaktik der Mathematik 36:1, pages 20-26.
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Peter D. John. (2002) The teacher educator's experience: case studies of practical professional knowledge. Teaching and Teacher Education 18:3, pages 323-341.
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Alberto J Rodriguez & Chad Berryman. (2016) Using Sociotransformative Constructivism to Teach for Understanding in Diverse Classrooms: A Beginning Teacher’s Journey. American Educational Research Journal 39:4, pages 1017-1045.
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Stephen M Ritchie, Donna L Rigano & R John Lowry. (2000) Shifting power relations in “the getting of wisdom”. Teaching and Teacher Education 16:2, pages 165-177.
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Peter W. Hewson, B. Robert Tabachnick, Kenneth M. Zeichner & John Lemberger. (1999) Educating prospective teachers of biology: Findings, limitations, and recommendations. Science Education 83:3, pages 373-384.
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Arthur N. Geddis & Eric Wood. (1997) Transforming subject matter and managing dilemmas: A case study in teacher education. Teaching and Teacher Education 13:6, pages 611-626.
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Jazlin V. Ebenezer. (1996) Christian preservice teachers' practical arguments in a science curriculum and instruction course. Science Education 80:4, pages 437-456.
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Jazlin V. Ebenezer & Gaalen L. Erickson. (1996) Chemistry students' conceptions of solubility: A phenomenography. Science Education 80:2, pages 181-201.
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