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, Russell orcid.org/0000-0003-0161-7240 Ramseger, Jorg 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 Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version (restricted access) 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 Thu, 29 Dec 2016, 23:55:21 EST Fri, 30 Dec 2016, 04:00:10 EST Fri, 13 Jan 2017, 07:33:55 EST Sat, 11 Feb 2017, 01:30:10 EST Wed, 08 Mar 2017, 05:05:34 EST Wed, 15 Mar 2017, 08:51:24 EST Wed, 15 Mar 2017, 08:53:42 EST Thu, 20 Apr 2017, 10:05:11 EST Thu, 27 Apr 2017, 13:39:13 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 514 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.