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. Attached Files Name Description MIMEType Size Downloads hobbs-scienceteacher-2013.pdf Published version application/pdf 1.11MB 184 Title Science teacher educator partnerships with schools (STEPS): developing an interpretive framework for primary science teacher education Author(s) Hobbs Linda, orcid.org/0000-0002-6898-8495 Jones, Mellita King, Jeff Chittleborough, Gail orcid.org/0000-0002-0919-1582 Redman, Christine Campbell, Coral orcid.org/0000-0002-1373-9168 Kenny, John Herbert, Sandra orcid.org/0000-0001-5990-5099 Conference name Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education Symposium (2013 : Melbourne, Vic.) Conference location Melbourne, Vic. Conference dates 28-29 Nov. 2013 Title of proceedings CAR 2013 : Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education 2013 Editor(s) [unknown] Publication date 2014 Conference series Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education Symposium Start page 1 End page 10 Total pages 10 Publisher Deakin University Place of publication Melbourne, Vic. Keyword(s) partnerships school-based teaching pre-service education Summary 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) Copyright notice ©2013, Deakin University Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30065441 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection 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. 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. Versions Version Filter Type Wed, 20 Aug 2014, 21:47:31 EST Wed, 20 Aug 2014, 21:48:34 EST Wed, 20 Aug 2014, 22:24:51 EST Thu, 21 Aug 2014, 13:16:54 EST Fri, 22 Aug 2014, 11:33:03 EST Fri, 05 Sep 2014, 10:58:18 EST Wed, 10 Sep 2014, 09:14:02 EST Wed, 10 Sep 2014, 09:16:05 EST Thu, 06 Nov 2014, 09:36:05 EST Thu, 18 Dec 2014, 11:02:07 EST Mon, 19 Jan 2015, 12:32:21 EST Wed, 07 Sep 2016, 07:35:50 EST Wed, 06 Dec 2017, 06:09:03 EST Fri, 07 Sep 2018, 17:16:01 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 213 Abstract Views, 185 File Downloads  -  Detailed Statistics Created: Wed, 20 Aug 2014, 21:47:28 EST by Gail Chittleborough