Enhancing Science and Mathematics Teacher Education: Evaluating an Enhancement Module for Science Pre-Service Teachers

Autor/inn/en	Woolcott, Geoff; Whannell, Robert; Pfeiffer, Linda; Yeigh, Tony; Donnelly, James; Scott, Amanda
Titel	Enhancing Science and Mathematics Teacher Education: Evaluating an Enhancement Module for Science Pre-Service Teachers
Quelle	In: International Journal of Learning and Change, 9 (2017) 2, S.131-144 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2875
DOI	10.1504/IJLC.2017.10005202
Schlagwörter	Science Teachers; Mathematics Teachers; Teacher Education; Qualitative Research; Preservice Teacher Education; Foreign Countries; Scientists; College Faculty; Teaching Methods; Feedback (Response); Reflection; Cooperation; Problem Based Learning; Self Efficacy; Competence; Science Instruction; Mathematics Instruction; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Lehramtsstudiengang; Ausland; Scientist; Wissenschaftler; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Problem-based learning; Problemorientiertes Lernen; Self-efficacy; Selbstwirksamkeit; Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Australien
Abstract	Motivated and well-trained science and mathematics teachers are a requirement for sustaining an industrialised economy. The Australian government has funded several projects to satisfy this requirement designed to improve pre-service teacher (PST) education in regional and rural Australia. One such project uses a collaboration nexus model with lesson feedback and Reflection Module in an iterative process using a repeated sequence comprised of an Enhancement Module, a subsequent Teaching Lesson and a Reflection Module. This paper reports on qualitative investigations of the effectiveness of the collaboration nexus in the Enhancement Module and comments on the value of the iterative process. Results from small-scale trials with PSTs indicate that the module positively engages participants, PSTs, university scientists and specialist educators. The module and its iterations appear to be effective in grounding PST education in targeting regional contexts relevant to the daily lives of both PSTs and their classroom students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01