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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.

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Title Pre-service teachers’ views of school-based approaches to pre-service primary science teacher education
Author(s) Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Hobbs, LindaORCID iD for 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
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