Abstract
The conversation between Sandra Abell and Patricia Friedrichsen took place at the University of Missouri, U.S., on December 19, 2007. The purpose of this dialogue was to reflect on Dr. Abell's career in science education and her research on science teacher learning. During the conversation, Sandra Abell discussed changes in research in this field, the usefulness of the pedagogical content knowledge construct, as well as directions for future research. The text includes a brief summary of Sandra Abell's career achievements, a list of our conversation topics, the transcript of the audio-taped conversation, as well as a list of Dr. Abell's selected publications.
Highlights
Sandra Abell and I attended the 2007 European Science Education Research Association Conference (ESERA) in Malmö, Sweden
I think it was just a natural for me to fall into research about science teacher learning because I had always been a teacher, always wanted to be a teacher or was a teacher, and I was very interested in what made some teachers excellent, what helped teachers become better teachers, those kinds of questions
As we looked around to see what were the biggest problems that needed our attention at that time, the shortage of qualified science teachers became a really driving force
Summary
SA: I think the shift occurred when I moved to Missouri because my position here was different. I think one of the findings was really very important They have this view of inquiry like many people in science education I would say, that says what the best instruction is, is open and full inquiry where students come up with research questions and follow through on investigations. You learn so much by working with other people and I would not be here today having this conversation, if it had not been for the classroom teachers I have collaborated with, the other scientific education researchers I have collaborated with, the doctoral students I have collaborated with. All of those people have enriched my thinking tremendously. It is my hope that our conversation provides insights into science teacher learning research and sparks new ideas in your own research
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