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dc.contributor.author Buck, Gayle
dc.contributor.author Gatzke, Jenna M.
dc.contributor.author Akerson, Valarie
dc.date.accessioned 2018-06-18T20:27:56Z
dc.date.available 2018-06-18T20:27:56Z
dc.date.issued 2015-05
dc.identifier.citation Gatzke, J., Buck, G. A. ,& Akerson, V. L. (2015). Maybe I just want to play outside: Building bridges to find one’s science teacher and environmental educator identity. International Journal of Environmental and Science Education, 10, (3), 319-335. en
dc.identifier.uri http://hdl.handle.net/2022/22215
dc.description Publisher's, offprint version en
dc.description.abstract The purpose of this study was to investigate the identity conflicts I was experiencing as an environmental educator entering a doctoral program in science education. My inquiry used self-study methodology with a variety of data sources, including sixteen weeks’ of personal journal entries, audio-recordings of four critical friend meetings, and three instructor evaluations completed by my students. Findings from this study show a progression of thoughts, emotions, and questions that came out of my comparisons of environmental education and science education, formal, and informal education, as well as three critical instances that led to an understanding of my own professional identity. Overarching connections were found within pedagogical practices. Implications regarding the need for life-long teacher reflection as well as suggestions for ways to build bridges across differing educational fields are discussed. en
dc.language.iso en en
dc.publisher International Journal of Environmental and Science Education en
dc.relation.isversionof http://www.ijese.net/makale/48 en
dc.subject self-study en
dc.subject identity en
dc.subject environmental education en
dc.subject science education en
dc.subject critical instances en
dc.subject pedagogy en
dc.title More than Just Playing Outside: A Self-Study on Finding My Identity as an Environmental Educator in Science Education en
dc.type Article en


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