Empowerment and Inclusivity: A Case Study of Mathematics and Science Curriculum in Pre-Service Teacher Education.

Autor/inn/en	Nixon, Helen; Roberts, David
Titel	Empowerment and Inclusivity: A Case Study of Mathematics and Science Curriculum in Pre-Service Teacher Education.
Quelle	(1994), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Cognitive Style; Cultural Differences; Curriculum Development; Demography; Educational Assessment; Foreign Countries; Higher Education; Mathematics Education; Preservice Teacher Education; Prior Learning; Science Education; Student Attitudes; Teacher Education Curriculum; Teacher Educators; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Cognitive styles; Kognitiver Stil; Kultureller Unterschied; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Demografie; Education; assessment; Bewertungssystem; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Vorkenntnisse; Naturwissenschaftliche Bildung; Schülerverhalten; Teacher education; Lehrerbildung; Australien
Abstract	In 1993, a team of seven researchers at the University of South Australia investigated student diversity among its population in relation to the curriculum in action, student experiences of exclusion and inclusion, and staff experiences of attempting to understand and counter exclusion. This paper reports on a case study based on the newly developed set of integrated mathematics and science subjects within the Bachelor of Teaching program. Students had identified these subjects as increasing their understandings of, and success in, mathematics and science as they prepared to become elementary school teachers. The research: (1) describes the underlying principles and approaches adopted by staff; (2) describes and analyzes student perceptions of their learning experiences; and (3) explores issues which impinge upon planning and teaching for "inclusivity" of student diversity. The paper outlines broad findings of the research, critically examines what it might mean to plan and teach for "inclusivity" and "empowerment" within preservice teacher education, and pays particular attention to prior learning and assessment. Appendixes provide categories for coding student answers and the mathematics and science backgrounds of the students. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC