Abstract
I am a teacher educator at a university in South Africa. I joined the institution in 2007, straight from a high school classroom. I had been a high school biology teacher for 14 years in the neighbouring country of Zimbabwe. At the time of my employment, I was already an MSc (Science Education) student and I was hired on the basis of being a successful high school teacher and a successful post graduate student.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Abimbola, I. (1988). The problem of terminology in the study of student conceptions in science. Science Education, 72(2), 175–184.
Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1–52.
Baker, C., Lund, P., Nyathi, R., & Taylor, J. (2010). The myths surrounding people with albinism in South Africa and Zimbabwe. Journal of African Cultural Studies, 22(2), 169–181.
Banks, J. A. (2010). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 3–32). New Jersey, NJ: John Wiley & Sons.
Berry, A., Loughran, J., & Mulhall, P. (2007). Values associated with representing science teachers’ pedagogical content knowledge. In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The re-emergence of values in science education (pp. 149–164). Rotterdam, The Netherlands: Sense Publishers.teaching genetics to pre -service teachers from diverse backgrounds171
Cho, H., Kahle, J. B., & Nordland, F. H. (1985). An investigation of high school biology textbooks as sources of misconceptions and difficulties in genetics and some suggestions for teaching genetics. Science Education, 69(5), 707–719.
Cimer, A. (2007). Effective teaching in science: A review of literature. Journal of Turkish Science Education, 4(1), 20–44.
Fitzgerald, A., Dawson, V., & Hackling, M. (2013). Examining the beliefs and practices of four effective Australian primary science teachers. Research in Science Education, 43(3), 981–1003. doi:10.1007/s11165-012-9297-y
Garbett, D. (2012). The transformation from expert science teacher to science teacher educator. In S. M. Bullock & T. Russell (Eds.), Self-studies of science teacher education practices (pp. 31–44). Dordrecht, The Netherlands: Springer.
Hassard, J. (2005). The art of teaching science: Inquiry and innovation in middle school and high school. Oxford, England: Oxford University Press.
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.
Sanders, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30(8), 919–934.
Téllez, K. (2008). What student teachers learn about multicultural education from their cooperating teachers. Teaching and Teacher Education, 24, 43–58.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Nyamupangedengu, E. (2016). Teaching Genetics to Pre-Service Teachers from Diverse Backgrounds. In: Kitchen, J., Tidwell, D., Fitzgerald, L. (eds) Self-Study and Diversity II. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-534-0_10
Download citation
DOI: https://doi.org/10.1007/978-94-6300-534-0_10
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-534-0
eBook Packages: EducationEducation (R0)