You are not logged in.

Implications for practice and teacher education

Tytler, Russell, Ramseger, Jorg, Hubber, Peter and Freitag-Amtmann, Ines 2017, Implications for practice and teacher education. In Hackling, Mark W., Ramseger, Jorg and Chen, Hsiao-Lan Sharon (ed), Quality teaching in primary science education: cross cultural perspectives, Springer International Publishing, Cham, Switzerland, pp.293-308, doi: 10.1007/978-3-319-44383-6_12.


Title Implications for practice and teacher education
Author(s) Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0003-0161-7240
Ramseger, Jorg
Hubber, PeterORCID iD for Hubber, Peter orcid.org/0000-0003-1780-9562
Freitag-Amtmann, Ines
Title of book Quality teaching in primary science education: cross cultural perspectives
Editor(s) Hackling, Mark W.
Ramseger, Jorg
Chen, Hsiao-Lan Sharon
Publication date 2017
Chapter number 12
Total chapters 13
Start page 293
End page 308
Total pages 15
Publisher Springer International Publishing
Place of Publication Cham, Switzerland
Keyword(s) Science Teacher Education
Teacher professional learning
Cultural comparison
Pedagogy
Globalisation
Summary This chapter draws on the research evidence from cross-case and cross-culture analyses of the EQUALPRIME project to identify implications for science classroom practice. While there appears to be a general global consensus in the research community regarding the goals of science teaching and the competencies students should acquire in primary school, the evidence of this project points to key dimensions across which science provision in primary schools varies. The chapter addresses the questions: What are the commonalities and the differences in emphasis in framing these teachers’ practice in the three countries? Can the strategies-in-common identified across cultures that support reasoning be drawn upon to frame approaches to classroom practice that in some respects transcend local culture and context? Does the cultural framing of teaching and learning in schools inevitably impede any attempt to productively transfer what we have learnt from one cultural setting to another? This research has implications for teacher education at both the in-service and pre-service teaching levels. This chapter will also explore the following themes: the different perspectives from which primary science teaching can be explored; the use of video case studies in teacher education resources; video ethnography as a reflective tool for teacher learning; teacher knowledge and professional learning.
ISBN 9783319443812
Language eng
DOI 10.1007/978-3-319-44383-6_12
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
130105 Primary Education (excl Maori)
Socio Economic Objective 930201 Pedagogy
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Grant ID ARC DP110101500
Copyright notice ©2017, Springer International Publishing Switzerland
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090347

Document type: Book Chapter
Collection: School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 55 Abstract Views  -  Detailed Statistics
Created: Thu, 29 Dec 2016, 23:55:21 EST

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.