In the borderland between academic disciplines and school science - Science faculty as teacher educators
Over the past couple of decades, science education research has been characterised by a broadened interpretation of science, by inclusion of e.g. socio-scientific issues, partly in response to a declining science interest among young people. Whether such a transformation of what constitutes science also has had impact on science teacher education is an open question. The aim of this project is to explore the borderline between the academic science disciplines and their school subject counterparts, as represented in teacher education, in terms of how science epistemology, content, and practice are reproduced and transformed when biologists, physicists, and chemists teach student teachers. The project´s primary means of data collection are observations in the form of shadowing and interviews. University science teachers will be shadowed during teaching and during various other activities, observations that will be documented using field-notes. Following the observations, individual and focus group interviews will be conducted. The analysis makes use of the method of cultural contrast, which allows for a nuanced contrasting between the science disciplines. By analysing how the sciences are transformed in the meeting between university science teachers and student teachers the projects seeks to contribute to new and deepened knowledge about how science content and culture are manifested in teacher education, thereby informing a more inclusive teaching in the disciplines.
Kristina Andersson (PI)