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Science teacher education partnerships with schools (STEPS): partnerships in science teacher education

Kenny, John Daniel, Hobbs, Linda, Herbert, Sandra, Jones, Mellita, Chittleborough, Gail, Campbell, Coral, Gilbert, Andrew and Redman, Christine 2014, Science teacher education partnerships with schools (STEPS): partnerships in science teacher education, Australian journal of teacher education, vol. 39, no. 12, pp. 43-65, doi: 10.14221/ajte.2014v39n12.4.

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Title Science teacher education partnerships with schools (STEPS): partnerships in science teacher education
Author(s) Kenny, John Daniel
Hobbs, LindaORCID iD for Hobbs, Linda orcid.org/0000-0002-6898-8495
Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Jones, Mellita
Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Campbell, Coral
Gilbert, Andrew
Redman, Christine
Journal name Australian journal of teacher education
Volume number 39
Issue number 12
Start page 43
End page 65
Total pages 22
Publisher Social Science Press
Place of publication Katoomba, N. S. W.
Publication date 2014
ISSN 0313-5373
1835-517X
Summary This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships between the university and local schools to enable primary pre-service teachers (PSTs) to teach science. The diversity of the programs enabled an examination of the relevant literature underpinning the approaches and comparison of data from participants to identify key features and success factors for establishing and maintaining working relationships with schools. This preliminary analysis of learning from STEPS uses case studies and feedback from PSTs who participated. These findings indicate that authentic teaching experiences build the confidence of PSTs to teach science. Ultimately, the project will develop an Interpretive Framework which will articulate the characteristics of partnerships to be validated through feedback from other science educators from Australia and overseas.
Language eng
DOI 10.14221/ajte.2014v39n12.4
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930399 Curriculum not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Social Science Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30069032

Document type: Journal Article
Collections: School of Education
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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.