There's Nothing that Bugs People More than Sort of Remembering: Ambiguity in the Growth of a Science Teacher

REFERENCES

• Acker, S. 1992. Creating careers: Women teachers at work. Curriculum Inquiry 22(2): 141–163.
   Web of Science ®Google Scholar
• Barone, T. 1992. “Persuasive authors, vigilant readers, powerless characters: Goodness in educational story sharing.” Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
   Google Scholar
• Belenky, M. F., B. M. Clinchy, N. R. Goldberger, and J. M. Tarule. 1986. Women's ways of knowing. New York: Basic Books.
   Google Scholar
• Berlak, A. and H. Berlak. 1981. Dilemmas of schooling. New York: Methuen.
   Google Scholar
• Britzman, D. P. 1991. Practice makes practice: A critical study of learning to teach. Albany: SUNY Press.
   Google Scholar
• Britzman, D. P. 1992. The terrible problem of knowing thyself: Toward a poststructural account of teacher identity. Journal of Curriculum Theorizing 9(3): 23–46.
   Google Scholar
• Buchmann, M. 1992. Dilemmas and virtues in research communication. Curriculum Inquiry 22(3): 313–329.
   Google Scholar
• Clandinin, D. J., A. Davies, P. Hogan, and B. Kennard. 1993. Learning to teach: Teaching to learn. New York: Teachers College Press.
   Google Scholar
• Clark, C. M., and P. L. Peterson. 1986. Teachers' thought processes. In Handbook of research on teaching, 3d ed., ed. M. C. Wittrock, 255–296. New York: Macmillan.
   Google Scholar
• Connelly, F. M., and D.J. Clandinin. 1986. On narrative method, personal philosophy and narrative unities in the study of teaching. Journal of Research in Science Teaching 23(4): 293–310.
   Web of Science ®Google Scholar
• Connelly, F. M., and D. J. Clandinin. 1990. Stories of experience and narrative inquiry. Educational Researcher 19(5): 2–14.
   Google Scholar
• Evans, F. J. 1993. Psychology and nihilism: A genealogical critique of the computational model of mind. Albany: SUNY Press.
   Google Scholar
• Featherstone, H., and S. Feiman-Nemser. 1992. The student, the teacher, and the moon. In Exploring teaching: Reinventing an introductory course, ed. H. Featherstone and S. Feiman-Nemser, 59–85. New York: Teachers College Press.
   Google Scholar
• Harding, S. 1990. Feminism, science, and the anti-enlightenment critiques. In Feminism/Postmodernism, ed. L. J. Nicholson, 83–106. New York and London: Routledge.
   Google Scholar
• Harding, S. 1991. Whose science? Whose knowledge? Thinking from women's lives. Ithaca, NY: Cornell Press.
   Google Scholar
• Hawkins, D. 1985. The nature of the problem. In Critical barriers phenomenon in elementary science, ed. M. Apelman, D. Hawkins, and P. Morrison, 3–24. University of North Dakota: Center for Teaching and Learning.
   Google Scholar
• Lincoln, Y., and E. Guba. 1985. Naturalistic inquiry. Newbury Park, CA: Sage Press.
   Google Scholar
• Mishler, E. 1986. Research interviewing. Cambridge: Harvard University Press.
   Google Scholar
• Nespor, J., and I. Barylske. 1991. Narrative discourse and teacher knowledge. American Educational Research Journal 28(4): 805–823.
   Web of Science ®Google Scholar
• Olesen, V. 1994. Feminisms and models of qualitative research. In Handbook of qualitative research, ed. N. K. Denzin and Y. S. Lincoln, 158–174. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Peshkin, A. 1985. Virtuous subjectivity: In the participant-observer's I's. In Exploring clinical methods for social research, ed. D. Berk and K. Smith, 267–282. Newbury Park, CA: Sage Publications.
   Google Scholar
• Peshkin, A. 1988. In search of subjectivity—one's own. Educational Researcher 17(7): 17–22.
   Google Scholar
• Polanyi, M. 1958. Personal knowledge. Chicago: University of Chicago Press.
   Google Scholar
• Polkinghorne, D. E. 1988. Narrative knowing and the human sciences. Albany: SUNY Press.
   Google Scholar
• Reinharz, S. 1992. Feminist methods in social research. New York: Oxford University Press.
   Google Scholar
• Tannen, D. 1990. You just don't understand: Women and men in conversation. New York: William Morrow.
   Google Scholar
• Taylor, C. 1982. Interpretation and the sciences of man. In Knowledge and values in social and education research, ed. E. Bredo and W. Feinberg, 153–186. Philadelphia: Temple University Press.
   Google Scholar
• Trumbull, D.J. 1991. Education 301. Teaching Education 3(2): 145–150.
   Google Scholar
• Trumbull, D.J., and M.J. Slack. 1991. Learning to ask, listen, and analyze. International Journal of Science Education 13(2): 129–142.
   Web of Science ®Google Scholar
• Wilson, S. M., L. S. Shulman, and A. E. Richert. 1987. 150 different ways of knowing: Representations of knowledge in teaching. In Exploring teachers' thinking, ed. J. Calderhead, 104–124. London: Cassell.
   Google Scholar