Focus on the Teacher. Learning in Science Project. Working Paper No. 5.

Autor/inn/en	Osborne, Roger; und weitere
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Focus on the Teacher. Learning in Science Project. Working Paper No. 5.
Quelle	(1979), (25 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Curriculum Development; Elementary School Science; Elementary Secondary Education; Interviews; Knowledge Level; Learning; Preservice Teacher Education; Professional Development; Science Education; Science Instruction; Science Teachers; Secondary School Science; Student Teacher Relationship; Teacher Background; Teacher Characteristics; Teacher Role; Teaching (Occupation); New Zealand + Suchen Sie Ihr Suchwort? Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Wissensbasis; Lernen; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Teaching; Lehrberuf; Neuseeland
Abstract	The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to the classroom teacher. The intent in presenting these comments/observations is not primarily to provide a balanced view of good and bad aspects for Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Comments/observations focus on: teacher role in science instruction; knowledge, attributes, and sensitivities teachers need to teach science; pre-service teacher education; and support available for teachers so they can overcome problems and increase their effectiveness. Each of these areas is addressed in separate sections, followed by a discussion of two central issues, both of which could be alleviated without great manpower or financial input. The first concerns effective use of human resources/expertise; the second concerns whether or not enough attention is given to finding possible ways of encouraging professional development through sharing of teaching experiences. (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC