Supporting and Resourcing Secondary Science Teachers in Rural and Regional Schools

Autor/inn/en	Kenny, John; Seen, Andrew; Purser, John
Titel	Supporting and Resourcing Secondary Science Teachers in Rural and Regional Schools
Quelle	In: Teaching Science, 54 (2008) 3, S.19-24 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Regional Schools; Water Quality; Pilot Projects; Science Teachers; Resource Materials; Secondary School Teachers; Rural Schools; Foreign Countries; Program Effectiveness; Science Instruction; Faculty Development; Instructional Materials; Educational Technology; Questionnaires; Interviews; Computer Uses in Education; Australia + Suchen Sie Ihr Suchwort? Wasserqualität; Pilot project; Modellversuch; Pilotprojekt; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Quellenmaterial; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fragebogen; Interviewing; Interviewtechnik; Computernutzung; Australien
Abstract	This paper reports on the outcomes of a pilot project to support secondary teachers of science in rural and regional Tasmania. The pilot project involved eight regional schools and was based on the provision of a kit of materials and an associated learning program that used brine shrimp or "sea-monkeys" to test for water quality. The unit was developed as one of a number of small projects organised by the Tasmanian SiMERR Hub. It involved collaboration between staff from two faculties at the University of Tasmania (UTAS): the Faculty of Science and the Faculty of Education. Two local secondary teachers were seconded to develop the teaching materials. The outcomes of the project were that, while the teachers appreciated the resource materials, there were some barriers which reduced the effectiveness of this approach to supporting the professional development (PD) of teachers. The findings are then considered in the context of relevant literature concerning teacher PD and the effective use of Information and Communication Technology (ICT) to support the PD of teachers in rural and regional areas. (Contains 1 table.) (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10