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This project explores the theorisation of science education and its potential to contribute towards the application of ethico-social perspectives to the practice of science teacher education. It examines the use of Transformative Learning Theory in socio-scientific and techno-science contexts to engender pre-service teachers' action for a more just and ethical world. In doing this, we also look for evidence of ways in which transformative learning might impact preservice teachers' thinking about the purpose of science education and how it might influence their own classroom teaching upon entering the profession.
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Supervisors supervising this project
|Dr Mellita Jones||Principal Supervisor|
Related Research Projects by supervisors
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