ABSTRACT
Education researchers are increasingly leveraging mixed methods approaches with the aim of improving teaching and learning science across contexts. As a result, mixed methods inquiries are becoming increasingly common in the field of science teacher education. This chapter explores the contemporary use of mixed methods approaches in science teacher education, how researchers are using mixed methods, and the potential affordances and constraints. The discussion, supported with examples from the research base, illustrates how the purpose of much of this research is for the evaluation of teacher education interventions or programs. Furthermore, most of the studies focus exclusively on the participants that take part in the initiative or program with extraordinarily little evidence sought to make generalizable claims. While many researchers do not address the underlying philosophical, epistemological, methodological, or theoretical perspectives that guided their decisions to use mixed methods approaches, most align with the commonsense definition of mixed methods – a combination of qualitative and quantitative methods within one study. Overall, mixed methods approaches are affording science teacher educators opportunities to generate findings that effectively improve teaching and learning. However, the chapter illustrates that the future direction of this body of research continues to hold promises not yet fully realized.
