Pre-service teachers’ views of school-based approaches to pre-service primary science teacher education Herbert, Sandra and Hobbs, Linda 2017, Pre-service teachers’ views of school-based approaches to pre-service primary science teacher education, Research in science education, In press, pp. 1-33, doi: 10.1007/s11165-016-9587-x. Attached Files Name Description MIMEType Size Downloads Title Pre-service teachers’ views of school-based approaches to pre-service primary science teacher education Author(s) Herbert, Sandra orcid.org/0000-0001-5990-5099 Hobbs, Linda orcid.org/0000-0002-6898-8495 Journal name Research in science education Season In press Start page 1 End page 33 Total pages 33 Publisher Springer Place of publication Dordrecht, The Netherlands Publication date 2017-05-20 ISSN 0157-244X 1573-1898 Keyword(s) primary school science education pre-service science teacher education partnerships Summary Primary pre-service teachers (PSTs) in Australia often have low confidence and negative experiences in relation to science and teaching science. This paper reports on pre-post survey data produced by four institutions involved in a multi-institutional project exploring the use of university-school partnerships for primary science teacher education. The findings show that the experience of engagement in school-based science teaching contributed to the development PST classroom readiness particularly with respect to statistically significant increases in confidence. We argue that moving tutorials from university into schools supports PSTs’ engagement with the teaching profession and teaching science. Language eng DOI 10.1007/s11165-016-9587-x Field of Research 130103 Higher Education 130212 Science, Technology and Engineering Curriculum and Pedagogy 130202 Curriculum and Pedagogy Theory and Development 1302 Curriculum And Pedagogy Socio Economic Objective 930202 Teacher and Instructor Development HERDC Research category C1 Refereed article in a scholarly journal ERA Research output type C Journal article Copyright notice ©2017, Springer Persistent URL http://hdl.handle.net/10536/DRO/DU:30089444 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges   Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 28 Nov 2016, 14:05:27 EST Tue, 29 Nov 2016, 04:01:20 EST Tue, 29 Nov 2016, 07:05:33 EST Thu, 22 Dec 2016, 16:41:54 EST Thu, 22 Dec 2016, 16:43:13 EST Mon, 30 Jan 2017, 07:32:24 EST Wed, 24 May 2017, 07:09:31 EST Tue, 06 Jun 2017, 06:03:40 EST Wed, 07 Jun 2017, 14:32:56 EST Wed, 07 Jun 2017, 14:36:00 EST Wed, 07 Jun 2017, 14:37:19 EST Wed, 07 Jun 2017, 14:38:10 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 10 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Wed, 24 May 2017, 07:09:31 EST

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