Science teacher educator partnerships with schools (STEPS): developing an interpretive framework for primary science teacher education
Hobbs Linda,, Jones, Mellita, King, Jeff, Chittleborough, Gail, Redman, Christine, Campbell, Coral, Kenny, John and Herbert, Sandra 2014, Science teacher educator partnerships with schools (STEPS): developing an interpretive framework for primary science teacher education, in CAR 2013 : Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education 2013, Deakin University, Melbourne, Vic., pp. 1-10.
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.
Language
eng
Field of Research
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective
970113 Expanding Knowledge in Education
HERDC Research category
L1 Full written paper - refereed (minor conferences)
Grant ID
School-based pedagogies and partnerships in primary science teacher education: An Office of Teaching and Learning (OLT) Project (2013-2014)
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