Deakin University
Browse
hobbs-scienceteacher-2013.pdf (1.11 MB)

Science teacher educator partnerships with schools (STEPS): developing an interpretive framework for primary science teacher education

Download (1.11 MB)
conference contribution
posted on 2014-01-01, 00:00 authored by Hobbs Linda, M Jones, J King, Gail Chittleborough, C Redman, Coral CampbellCoral Campbell, J Kenny, Sandra Herbert
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. The project reviews and builds on established, innovative and successful practices at five universities, to develop and promote a framework supporting school‐based approaches to pre‐service teacher education. This paper will outline the processes involved in developing an Interpretive Framework, which will be a key outcome of the project. The Interpretive Framework identifies key elements to assist teacher educators in planning, implementing and sustaining school-based approaches to teacher education.

History

Event

Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education Symposium (2013 : Melbourne, Vic.)

Pagination

1 - 10

Publisher

Deakin University

Location

Melbourne, Vic.

Place of publication

Melbourne, Vic.

Start date

2013-11-28

End date

2013-11-29

Language

eng

Publication classification

L1 Full written paper - refereed (minor conferences)

Copyright notice

2013, Deakin University

Title of proceedings

CAR 2013 : Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education 2013

Usage metrics

    Research Publications

    Categories

    No categories selected

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC