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School-based pedagogies and partnerships in primary science teacher education: the Science Teacher Education Partnerships with Schools (STEPS) project

Hobbs, Linda, Chittleborough, Gail, Jones, Mellita, Kenny, John, Campbell, Coral, Gilbert, Andrew, Redman, Christine and King, Jeff 2015, School-based pedagogies and partnerships in primary science teacher education: the Science Teacher Education Partnerships with Schools (STEPS) project, Australian Government Office for Learning and Teaching, Sydney, N.S.W..

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Title School-based pedagogies and partnerships in primary science teacher education: the Science Teacher Education Partnerships with Schools (STEPS) project
Author(s) Hobbs, LindaORCID iD for Hobbs, Linda orcid.org/0000-0002-6898-8495
Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Jones, Mellita
Kenny, John
Campbell, CoralORCID iD for Campbell, Coral orcid.org/0000-0002-1373-9168
Gilbert, Andrew
Redman, Christine
King, Jeff
Publication date 2015
Total pages 79
Publisher Australian Government Office for Learning and Teaching
Place of Publication Sydney, N.S.W.
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.It will review and build on established, innovative and successful practices at five universities, to develop and promote a framework supporting school-based approaches to pre-service teacher education.The models involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice.Through critical appraisal of these and similar models, the project will identify key features of the approach and the critical success factors required to establish and maintain strong working relationships with schools and build student capacity.The principles, framework, and resources together with exemplifying case studies, will be designed and disseminated to promote uptake of these innovative practices in the sector.This website documents the nature of the project, the emerging Interpretive Framework, principles and resources, case studies, and other project outputs.
ISBN 9781760282820
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category A2.1 Authored - other
ERA Research output type X Not reportable
Copyright notice ©2015, Office for Learning and Teaching, Department of Education and Training
Free to Read? Yes
Use Rights Creative Commons Attribution Share Alike licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080309

Document type: Book
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.