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School-based approaches to pre-service primary science teacher education resulting in gains in confidence

Hobbs, Linda and Herbert, Sandra 2014, School-based approaches to pre-service primary science teacher education resulting in gains in confidence, in ATEA 2014 : Using video to promote pre-service teachers’ thinking about their transition to teaching : Proceedings of the 2014 Australian Teacher Education Association Conference, Australia Teacher Education Association, North Sydney, N.S.W., pp. 88-110.

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Title School-based approaches to pre-service primary science teacher education resulting in gains in confidence
Author(s) Hobbs, LindaORCID iD for Hobbs, Linda orcid.org/0000-0002-6898-8495
Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Conference name Australian Teacher Education Association. Conference (2014 : Sydney, New South Wales)
Conference location North Sydney, New South Wales
Conference dates 6 - 9 Jul. 2014
Title of proceedings ATEA 2014 : Using video to promote pre-service teachers’ thinking about their transition to teaching : Proceedings of the 2014 Australian Teacher Education Association Conference
Publication date 2014
Series Teacher Education : An Audit. Building a Platform for Future Engagement
Start page 88
End page 110
Total pages 23
Publisher Australia Teacher Education Association
Place of publication North Sydney, N.S.W.
Summary The quality of science education has been the focus of a number of research projects nationally and internationally, including concerns about primary teachers’ lack of science knowledge and confidence to teach science. In addition, the effectiveness of traditional approaches to teacher education have been questioned. The Science Teacher Partnerships with Schools (STEPS) responds to these concerns by investigating the effectiveness of school-based approaches to pre-service primary science teacher education. It considers established, innovative and successful practices at five universities to develop and promote a framework supporting school-based approaches to pre-service teacher education. An analysis of the five models was conducted in 2013 involving interviews with teacher educators, pre-service teachers, and school principals and teachers. Pre-service teachers at these universities also engaged in pre- and post- online surveys generating data on their expectations and experiences associated with these experiences. This paper reports on the analysis of the survey data, which shows that there are statistically significant gains in pre-service teachers’ responses to several items relating to their confidence to teach science. Analysis of the data also shows interesting differences between universities noted in different confidence items. The school based experience was shown to provide these pre-service teachers with an authentic engagement with the teaching of science while being supported by their university tutors. While raising confidence at university does not automatically translate to confident early career teachers, the gains in confidence are an important step in assisting prospective teachers to approach the teaching of science more positively than they might otherwise. Implications for teacher education and the role that university-school partnerships can play in preparing confident teachers of science will be discussed.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E1.1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2014, Australian Teacher Education Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30078074

Document type: Conference Paper
Collection: School of Education
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