References of "Martin, Sonya, N."
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See detailFacilitating Reflexivity in Preservice Science Teacher Education Using Video Analysis and Cogenerative Dialogue in Field-Based Methods Courses
Siry, Christina UL; Martin, Sonya N.

in Eurasia Journal of Mathematics, Science and Technology Education (2014), 10(5), 481-508

This paper presents an approach to preservice science teacher education coupling video analysis with dialogue as tools for fostering teachers‟ ability to notice and reflexively interpret events captured ... [more ▼]

This paper presents an approach to preservice science teacher education coupling video analysis with dialogue as tools for fostering teachers‟ ability to notice and reflexively interpret events captured during teaching practicum with the intent of transforming classroom practice. In this approach, video becomes a tool with which teachers connect theory and practice, and through dialogue, develop an appreciation for how one can inform the other. Specifically, we explore the role of cogenerative dialogue in structuring individual reflection and ongoing dialogue that help facilitate reflexivity. In doing so, we elaborate on the construct of reflexivity as a potential foundation for changing practices in the science classroom and we illustrate the ways in which reflexivity and action emerged from dialogic encounters around video analysis. We draw implications about the need for innovative teaching strategies, research initiatives, and changes in science teacher education [less ▲]

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See detailAn analysis of the utilization of video-based media in science teacher education
Martin, Sonya, N.; Siry, Christina UL

in Fraser, B; Tobin, K; Campbell, C (Eds.) International handbook of science teaching and learning (2012)

In this chapter, we examine trends involving video usage in science teacher education and science education research. We tracing some developments in video technologies and explore examples of the ways in ... [more ▼]

In this chapter, we examine trends involving video usage in science teacher education and science education research. We tracing some developments in video technologies and explore examples of the ways in which video/multimedia have been utilized in the education of science teachers. We conclude the review by summarizing our findings, and then offer implications for future research on the utilization of video and multimedia technologies in the preparation and professional development of science teachers. Specifically we raise questions and considerations for future research as it relates to science teacher education and research in science education. [less ▲]

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See detailNetworks of practice in science education research: A global context
Martin, Sonya, N.; Siry, Christina UL

in Journal of Research in Science Teaching (2011), 48(6), 592-623

In this paper, we employ cultural sociology and Braj Kachru’s model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely disseminating ... [more ▼]

In this paper, we employ cultural sociology and Braj Kachru’s model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely disseminating research findings from local networks of practice to the greater science education research community. We present a brief analysis of recent authorship in top-tier science journals to demonstrate the salience of English language dominance as an issue in our field and we share narrative reflections from eleven international science education researchers offering perspectives from the field about the challenges faced by researchers in local and global contexts. Using an interpretive research stance, we discuss these narrative reflections to illuminate the role of personal and collective responsibility of individuals, organizations and institutions within local social networks of practice to recognize the relationship between capital, power, and equitable participation within a global science education research community. We conclude by discussing some existing structures within local networks of practice that relegate some members of the community to peripheral participatory roles in the global community and we suggest new structures to support individuals to more equitably contribute to the production of knowledge in the field of science education in ways that benefit not only individuals, but the also the global science education community. [less ▲]

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