Skip to main content
padlock icon - secure page this page is secure

Teachers and Scholarship: Self-definition of Teachers in the Scientific Enterprise

Buy Article:

$45.00 + tax (Refund Policy)

Teaching scientific inquiry and promoting scholarship in the classroom results in a more sophisticated understanding of science. Currently, however, little is known about the extent to which teachers value scholarship in their professional practice, or how they view their role in the scientific enterprise. This study serves as an initial exploration into the perceptions of science teachers about scholarship, scientific literacy, and their place along the scientific continuum compared to traditional scholars. Through survey and principal component analysis we found that although teachers view themselves as scholars complete with scholarly behaviour, however their self-reported roles varied distinctly from that of traditional scholars in the areas of (a) sharing and evaluating scientific data, (b) interpreting and relaying scientific information, and (c) teaching and personal interpretation. We suggest that scientists and teacher educators engage in a dialogue about the role of scholarly thinking in science education.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: professional development; scholarship; science education; teacher roles

Document Type: Research Article

Affiliations: Rutgers, The State University of New Jersey

Publication date: January 1, 2008

More about this publication?
  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
  • Editorial Board
  • Information for Authors
  • Submit a Paper
  • Subscribe to this Title
  • Ingenta Connect is not responsible for the content or availability of external websites
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more