Partners in Progress: How School Placement Can Benefit Both Pre-and In-Service Teachers

Autor/inn/en	McCullagh, John; Doherty, Andrea
Titel	Partners in Progress: How School Placement Can Benefit Both Pre-and In-Service Teachers
Quelle	In: Primary Science, (2023) 178, S.20-23 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Elementary Schools; Science Instruction; Foreign Countries; Curriculum Development; Student Teachers; Cooperating Teachers; Student Attitudes; Teacher Attitudes; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten
Abstract	Previously the authors have reported on the merits of involving student teachers in school-based curriculum development projects (McCullagh and Doherty, 2018; Earle and McCullagh 2020; McCullagh and Doherty 2021). These projects have involved up to 20 primary science specialist student teachers planning and teaching lessons in a small number of local primary schools. The students and teachers worked together to develop and evaluate teaching strategies and resources, which could continue to support in-service teachers long after the project was completed. Evaluations of this work have consistently shown a great increase in the student teachers' competence and confidence as well as substantial benefits to the host teacher and the science provision of the school. Their latest project, the 'Student Teachers Supporting Primary Science Project', involves 228 student teachers in the first (106) or second (122) year of their four-year undergraduate degree programme in primary education, and teachers from 209 primary schools from across Northern Ireland. Financed by the Royal Society of Chemistry's Outreach Fund, the project aims to explore whether the same impact could be achieved when an entire cohort of undergraduate students works with a much larger group of schools. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01