Mirror, Mirrors on the Wall, Who Is the Most Powerful of All? A Self-Study Analysis of Power Relationships in Science Methods Courses

Autor/in	Moscovici, Hedy
Titel	Mirror, Mirrors on the Wall, Who Is the Most Powerful of All? A Self-Study Analysis of Power Relationships in Science Methods Courses
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 9, S.1370-1388 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20204
Schlagwörter	Credentials; Urban Schools; Methods Courses; Critical Theory; Urban Universities; Secondary Education; Power Structure; Science Instruction; Teacher Attitudes; Teacher Education; Science Teachers; Science Education; College Faculty; Reflective Teaching; California + Suchen Sie Ihr Suchwort? Studienbuch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Methodisch-didaktische Anleitung; Kritische Theorie; Sekundarbereich; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Fakultät; Kalifornien
Abstract	This study explored the dynamics of power relationships in secondary science methods courses taught at an urban university in Southern California for credential candidates. Data collection extended over 10 academic semesters. Employing frameworks of power, self-study, and critical pedagogy, the study analyzes the multifaceted and intricate roads (or multimirrored reflections) of an instructor on her way to becoming a transformative intellectual. Findings suggested that power sources and their use may vary according to the credential candidates' needs and the demands and perceptions of the different tasks performed in class. Perceptions of the instructor's goals and perceived attitudes during classroom tasks seemed to relate to power shifts ultimately influencing classroom dynamics. The major implications of this study was to reemphasize the acute need for instructor self-studies in science education as a way of improving practice and fulfilling the demands of the changing and challenging science credential candidate population as well as their K-12 students. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10