Why Do Secondary School Chemistry Teachers Engage in Long-Term Outreach Partnership with a University?

Autor/inn/en	Glover, S. R.; Harrison, T. G.; Shallcross, D. E.
Titel	Why Do Secondary School Chemistry Teachers Engage in Long-Term Outreach Partnership with a University?
Quelle	In: Acta Didactica Napocensia, 9 (2016) 2, S.79-97 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Secondary School Teachers; Science Teachers; Chemistry; Partnerships in Education; Departments; Universities; Secondary School Students; Interviews; Power Structure; Student Motivation; Academic Aspiration; Teacher Attitudes; Curriculum; Scientists; Stereotypes; Science Instruction; Outreach Programs; Program Descriptions; Foreign Countries; Qualitative Research; College School Cooperation; United Kingdom + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Hochschulpartnerschaft; Department; Abteilung; University; Universität; Sekundarschüler; Interviewing; Interviewtechnik; Schulische Motivation; Lehrerverhalten; Curricula; Lehrplan; Rahmenplan; Scientist; Wissenschaftler; Klischee; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Jobcoaching; Ausland; Qualitative Forschung; Großbritannien
Abstract	While the effects of outreach with secondary school pupils has been researched the reasons teachers engage or the impacts on the teachers engaging in long-term relationships with a university department have not. Detailed interviews with chemistry teachers associated with outreach at Bristol ChemLabS have revealed many reasons for prolonged partnership both for their students and themselves. Perceived impacts on students include; inspiration, enjoyment, reward, motivation, experience of a university chemistry department, raising aspirations, curriculum support, extension, enrichment, stretch and challenge and each are discussed. Impacts on the teachers from repeated visits over time including those on subsequent teaching are explored. The language of links and partnerships and the power dynamics of relationships are also considered. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01