Publication Cover
Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 22, 2014 - Issue 2
426
Views
0
CrossRef citations to date
0
Altmetric
Articles

Theory and practice in a science education course for elementary teachers

Pages 196-220 | Received 31 Jan 2012, Accepted 03 Oct 2013, Published online: 28 Jan 2014

References

  • Allard, C. C., P. F. Goldblatt, J. I. Kemball, S. A. Kendrick, K. J. Millen, and D. M. Smith. 2007. “Becoming a Reflective Community of Practice.” Reflective Practice 8 (3): 299–314.
  • Aubusson, P., J. Griffin, and F. Steele. 2010. “A Design-Based Self-Study of the Development of Student Reflection in Teacher Education.” Studying Teacher Education 6 (2): 201–216.
  • Ax, J., and P. Ponte. 2008. “Praxis: Analysis of Theory and Practice.” In Critiquing Praxis. Conceptual and Empirical Trends in the Teaching Profession, edited by J. Ax and P. Ponte, 1–18. Rotterdam: Sense.
  • Ax, J., P. Ponte, and N. Brouwer. 2008. “Action Research in Initial Teacher Education: An Explorative Study.” Educational Action Research 16 (1): 55–72.
  • Bolívar, R. E., R. Calzacorta, A. Salcedo, and A. Zambrano. 1987. “Trabajo Productivo Escolar y organización de los Alumnos [Productive School Work and Organization of the Students].” Paper presented at Primer Congresillo Pedagógico, Colegio “Presidente Kennedy”, Fe y Alegría, Petare, Venezuela, July.
  • Bullough, R. V., Jr. 2010. “Parables, Storytelling, and Teacher Education.” Journal of Teacher Education 61 (1–2): 153–160.
  • Carr, W., and S. Kemmis. 1986. Becoming Critical. Lewes: Falmer.
  • Carr, W., and S. Kemmis. 2009. “Educational Action Research: A Critical Approach.” In The Sage Handbook of Educational Action Research, edited by S. Noffke and B. Somekh, 74–84. Los Angeles, CA: Sage.
  • Cascante, C., and G. Braga. 1994. “Una guía práctica. Tema del Mes ‘La investigación-acción ’ [A Practical Guide. Topic of the Month ‘Action Research’].” Cuadernos de Pedagogía 224: 20–23.
  • Chacón, M. A. 2008. “Las Estrategias de Enseñanza Reflexiva en la Formación Inicial Docente [Strategies for Reflective Teaching in Pre-Service Teacher Preparation].” Educere 12 (41): 277–287.
  • Chant, R. H., T. L. Heafner, and K. R. Bennett. 2004. “Connecting Personal Theorizing and Action Research in Preservice Teacher Development.” Teacher Education Quarterly 31 (3): 25–42.
  • Ciari, B. 1981. Nuevas Técnicas Didácticas. Barcelona: Reforma de la Escuela. [Orig.: Le Nuove Tecniche Didattiche. 1971. Roma: Editori Riuniti. 2nd ed. 2012. Roma: Edizioni dell’Asino].
  • Darling-Hammond, L. 2006. “Constructing 21st-Century Teacher Education.” Journal of Teacher Education 57 (3): 300–314.
  • De Jong, O., F. Korthagen, and T. Wubbels. 1998. “Research on Science Teacher Education in Europe: Teacher Thinking and Conceptual Change.” In International Handbook of Science Education, edited by B. J. Fraser and K. G. Tobin, 681–693. Dordrecht: Kluwer.
  • Del Río, P., and A. Álvarez. 2002. “From Activity to Directivity: The Question of Involvement in Education.” In Learning for Life in the 21st Century, edited by G. Wells and G. Claxton, 59–72. Oxford: Blackwell.
  • Díez Navarro, C. 1998. La Oreja Verde de la Escuela. Trabajo Por Proyectos y Vida Cotidiana en la Escuela Infantil [The Green Ear of the School. Project Work and Daily Life at the Kindergarten]. 2nd ed. Madrid: De la Torre. (Reprint 2012).
  • Dinkelman, T. 2003. “Self-Study in Teacher Education. A Means and Ends Tool for Promoting Reflective Teaching.” Journal of Teacher Education 54 (1): 6–18.
  • Edwards, C., L. Gandini, and G. Forman. 1998. The Hundred Languages of Children: the Reggio Emilia Approach. Advanced Reflections. 2nd ed. Westport, CT: Ablex.
  • Emsheimer, P., and N. Ljunggren De Silva. 2011. “Preservice Teachers’ Reflections on Practice in Relation to Theories.” In A Practicum Turn in Teacher Education, edited by M. Mattsson, T. V. Eilertsen, and D. Rorrison, 147–167. Rotterdam: Sense.
  • Feldman, A. 2007. “Validity and Quality in Action Research.” Educational Action Research 15 (1): 21–32.
  • Fenstermacher, G. D. 1994. “The Knower and the Known: The Nature of Knowledge in Research on Teaching.” Review of Research in Education 20 (1): 3–56.
  • Freinet, É. 1977. Nacimiento de una Pedagogía Popular. 2nd ed. Barcelona: Laia. [Orig.: Naissance d’une Pédagogie Populaire. 1969. Paris: Maspero].
  • Freire, P. 1972. Pedagogy of the Oppressed. Translated by M. Bergman Ramos [ From the original Portuguese manuscript, 1968]. New York: Herder and Herder.
  • Freire, P. 1999a. Cartas a Quien Pretende Enseñar. 5th ed. México, D.F.: Siglo veintiuno. [Orig.: Profesora Sim; Tia Não, Cartas a Quem Ousa Ensinar. 1993. São Paulo: Olho d’agua].
  • Freire, P. 1999b. Pedagogía de la Autonomía. 3rd ed. México, D.F.: Siglo veintiuno. [Orig.: Pedagogía de la Autonomía. Saberes Necessários à Práctica Educativa. 1996. São Paulo: Paz e Terra].
  • Gallas, K. 1995. Talking Their Way into Science. New York: Teachers College Press.
  • Guba, E. G. 1981. “Criteria for Assessing the Trustworthiness of Naturalistic Inquiries.” ERIC/ECTJ Annual 29 (2): 75–91.
  • Gutiérrez, K., and S. Vossoughi. 2010. “Lifting off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments.” Journal of Teacher Education 61 (1–2): 100–117.
  • Hammerness, K., L. Darling-Hammond, and L. Shulman. 2002. “Toward Expert Thinking: How Curriculum Case Writing Prompts the Development of Theory-Based Professional Knowledge in Student Teachers.” Teaching Education 13 (2): 219–243.
  • Hussein, J. W. 2006. “Experience-Based Reflections on the Potential for Critical Practitioner Inquiry to Transform Teacher Education in Africa.” Journal of Transformative Education 4 (4): 362–384.
  • Kane, R. G. 2002. “How We Teach the Teachers: New Ways to Theorize Practice and Practice Theory.” Prospects 32 (3): 348–363.
  • Katz, L. G., and S. C. Chard. 2000. Engaging Children’s Minds: The Project Approach. 2nd ed. Stamford, CT: Ablex.
  • Kemmis, S. 1996. “Prólogo: La Teoría de la Práctica Educativa.” In Una Teoría para la Educación. Hacia una Investigación Educativa Crítica, by W. Carr, 17–38. Madrid: Morata. [ Orig.: “Prologue: Theorizing Educational Practice.” In For Education. Towards Critical Educational Inquiry, 1–17. 1995. Buckingham: Open University Press].
  • Kemmis, S. 2010. “What is to Be Done? The Place of Action Research.” Educational Action Research 18 (4): 417–427.
  • Korthagen, F. A. J. 2007. “The Gap between Research and Practice Revisited.” Educational Research and Evaluation 13 (3): 303–310.
  • Korthagen, F. A. J., and J. P. A. M. Kessels. 1999. “Linking Theory and Practice: Changing the Pedagogy of Teacher Education.” Educational Researcher 28 (4): 4–17.
  • Lacueva, A. 2009a. “Formar Docentes Para Una Mejor Escuela [Teacher Formation for a Better School].” In El Reto de la Formación Docente, edited by A. Lacueva, 65–100. Caracas: Laboratorio Educativo.
  • Lacueva, A. 2009b. “Las Ciencias Naturales y sus Tecnologías en la Formación del Docente Integral. Un Estudio en la Práctica [The Natural Sciences and Its Technologies in Elementary Teachers’ Formation].” Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación (REICE) 7 (3): 99–134. http://www.rinace.net/reice/numeros/arts/vol7num3/art7.pdf
  • Lacueva, A. 2010a. “Formando Docentes Integrales que Quieran y Puedan Enseñar Ciencia y Tecnología [Preparing Elementary Teachers Who Want and Can Teach Science and Technology].” Revista Electrónica de Enseñanza de las Ciencias 9 (2): 309–332. http://www.saum.uvigo.es/reec/volumenes/volumen9/ART2_Vol9_N2.pdf
  • Lacueva, A. 2010b. “Buscando Salir de la Rutina: Ideas y Acciones de Practicantes de Docencia Integral en/sobre sus Clases de Ciencias Naturales [Trying to Break the Routine: Student Teachers’ Ideas and Actions at/about Their Natural Science Class].” Revista de Pedagogía 31 (88): 61–95.
  • Lodi, M. 1980. Empezar por el Niño. Barcelona: Reforma de la Escuela. [Orig.: Cominciare dal Bambino. 1977. Einaudi. Torino].
  • López, A., and A. Lacueva. 2007. “Proyectos en el Aula: Cinco Categorías en el Análisis de un Caso [Projects in the Classroom: Five Categories in the Analysis of a Case].” Revista Electrónica Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación (REICE) 5 (1): 78–120. http://www.rinace.net/arts/vol5num1/art5.pdf
  • López, A., and A. Lacueva. 2008. “Projects in a Sixth-Grade Classroom: Entering a Bumpy but Promising Road.” Educational Action Research 16 (2): 163–185.
  • Loughran, J. J. 2002. “Effective Reflective Practice. In Search of Meaning in Learning about Teaching.” Journal of Teacher Education 53 (1): 33–43.
  • Manning, M., G. Manning, and R. Long. 1994. Theme Immersion: Inquiry-Based Curriculum in Elementary and Middle Schools. Portsmouth, NH: Heinemann.
  • McKernan, J. 1996. Curriculum Action Research. London: Kogan Page.
  • Montecinos, C., and H. Walker. 2010. “La Colaboración entre los Centros de Práctica y las Carreras de Pedagogía [Collaboration between the Centers of Professional Practice and Pedagogy Careers].” Docencia 42: 65–73.
  • Mueller, A., and K. Skamp. 2003. “Teacher Candidates Talk. Listen to the Unsteady Beat of Learning to Teach.” Journal of Teacher Education 54 (5): 428–440.
  • Muñoz, J. F., J. Quintero, and R. A. Munévar. 2002. “Experiencias en Investigación-acción-reflexión con Educadores en Proceso de Formación.” Revista Electrónica de Investigación Educativa 4(1). http://redie.ens.uabc.mx/vol4no1/contents-munevar.html
  • Murillo, T. F. J., Academ. ed. 2006. Modelos Innovadores en la Formación Inicial Docente. Estudio de Casos de Modelos Innovadores en la Formación Docente en América Latina y Europa [Innovative Models in Pre-Service Teacher Formation. Case Study of Innovative Models in Teacher Formation in Latin America and Europe]. Santiago de Chile: OREALC–UNESCO. http://unesdoc.unesco.org/images/0014/001465/146544s.pdf
  • Nelson, T. H., D. Slavit, M. Perkins, and T. Hathorn. 2008. “A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities.” Teachers College Record 110 (6): 1269–1303.
  • Northfield, J. 1998. “Teacher Educators and the Practice of Science Teacher Education.” In International Handbook of Science Education, edited by B. J. Fraser and K. G. Tobin, 695–706. Dordrecht: Kluwer.
  • Pearce, C. R. 1999. Nurturing Inquiry. Real Science for the Elementary Classroom. Portsmouth, NH: Heinemann.
  • Perrenoud, P. 2001. “La Formación de los Docentes en el Siglo XXI [Teacher Formation in the Twenty-First Century].” Revista de Tecnología Educativa XIV (3): 503–523. http://www.unige.ch/fapse/SSE/teachers/perrenoud/php_main/php_2001/2001_36.html
  • Putnam, R. T., and H. Borko. 1997. “Teacher Learning: Implications of New Views of Cognition.” In International Handbook of Teachers and Teaching, edited by B. J. Biddle, T. L. Good, and I. F. Goodson, 1223–1296. Dordrecht: Kluwer.
  • Ramos, J. 1999. “Preguntar, Debatir, Indagar, Compartir, Cuestionar, Reconsiderar, Concluir… para Aprender [Asking, Debating, Enquiring, Sharing, Questioning, Reconsidering, Drawing Conclusions… in Order to Learn].” Investigación en la Escuela 38: 45–64.
  • Richardson, V., and P. Anders. 1994. “The Study of Teacher Change.” In A Theory of Teacher Change and the Practice of Staff Development. A Case in Reading Instruction, edited by V. Richardson, 159–180. New York: Teachers College Press.
  • Rodríguez, N. 2009. “Retos de la Formación de Docentes. El Caso de Venezuela [Challenges in Teacher Formation. The Case of Venezuela].” In El Reto de la Formación Docente, edited by A. Lacueva, 37–63. Caracas: Laboratorio Educativo.
  • Rodríguez de Fraga, A. 1996. Educación Tecnológica (Se Ofrece). Espacio En El Aula (Se Busca) [Technology Education (Offered). Space in the Classroom (Needed)]. 2nd ed. Buenos Aires: Aique / ORT Argentina.
  • Rorrison, D. 2011. “Border Crossing in Practicum Research.” In A Practicum Turn in Teacher Education, edited by M. Mattsson, T. V. Eilertsen, and D. Rorrison, 19–44. Rotterdam: Sense.
  • Rust, F. O’C. 2009. “Teacher Research and the Problem of Practice.” Teachers College Record 111 (8): 1882–1893.
  • Sayago, Z. 2009. “Modelos de Colaboración Entre Universidad y Escuelas Básicas. Implicaciones en las Prácticas Profesionales Docentes [Models of Collaboration between University and Elementary Schools. Implications on Teachers’ Professional Practice].” In El Reto de la Formación Docente, edited by A. Lacueva, 193–221. Caracas: Laboratorio Educativo.
  • Smith, T., C. Edwards-Groves, and R. B. Kemmis. 2010. “Pedagogy, Education and Praxis.” Pedagogy, Culture & Society 18 (1): 1–8.
  • Torres, R. M. 1996. “Formación Docente: Clave De La Reforma Educativa [Teacher Formation: A Key for Educational Reform].” In Nuevas Formas de Enseñar y Aprender, edited by UNESCO-OREALC, 19–84. Santiago, Chile: UNESCO-OREALC.
  • Whitin, P., and D. J. Whitin. 1997. Inquiry at the Window. Pursuing the Wonders of Learners. Portsmouth, NH: Heinemann.
  • Zeichner, K. M. 1995. “Los Profesores como Profesionales Reflexivos y la Democratización de la Reforma Escolar [Teachers as Reflective Professionals and Democratization of School Reform].” In Congreso Internacional de Didáctica. Volver a Pensar la Educación. Volume II. Prácticas y Discursos Educativos, VV. AA., 385–398. Madrid: Morata / Fundación Paideia.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.