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Science teacher educator partnerships with schools (STEPS): developing an interpretive framework for primary science teacher education

Hobbs Linda,, Jones, Mellita, King, Jeff, Chittleborough, Gail, Redman, Christine, Campbell, Coral, Kenny, John and Herbert, Sandra 2014, Science teacher educator partnerships with schools (STEPS): developing an interpretive framework for primary science teacher education, in CAR 2013 : Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education 2013, Deakin University, Melbourne, Vic., pp. 1-10.

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Title Science teacher educator partnerships with schools (STEPS): developing an interpretive framework for primary science teacher education
Author(s) Hobbs Linda,ORCID iD for Hobbs Linda, orcid.org/0000-0002-6898-8495
Jones, Mellita
King, Jeff
Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Redman, Christine
Campbell, Coral
Kenny, John
Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Conference name Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education Symposium (2013 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 28-29 Nov. 2013
Title of proceedings CAR 2013 : Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education 2013
Editor(s) [unknown]
Publication date 2014
Conference series Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education Symposium
Start page 1
End page 10
Total pages 10
Publisher Deakin University
Place of publication Melbourne, Vic.
Keyword(s) partnerships
school-based teaching
pre-service education
Summary The STEPS Project responds to international concern about primary teachers’ lack of science knowledge and confidence to teach science, and recent questioning of the effectiveness of traditional approaches to teacher education. The project reviews and builds on established, innovative and successful practices at five universities, to develop and promote a framework supporting school‐based approaches to pre‐service teacher education. This paper will outline the processes involved in developing an Interpretive Framework, which will be a key outcome of the project. The Interpretive Framework identifies key elements to assist teacher educators in planning, implementing and sustaining school-based approaches to teacher education.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category L1 Full written paper - refereed (minor conferences)
Grant ID School-based pedagogies and partnerships in primary science teacher education: An Office of Teaching and Learning (OLT) Project (2013-2014)
Copyright notice ©2013, Deakin University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30065441

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
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Created: Wed, 20 Aug 2014, 21:47:28 EST by Gail Chittleborough

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.