Examining the Metropolitan and Non-Metropolitan Educational Divide: Science Teaching Efficacy Beliefs and Teaching Practices of Australian Primary Science Educators

Autor/inn/en	Deehan, James; MacDonald, Amy
Titel	Examining the Metropolitan and Non-Metropolitan Educational Divide: Science Teaching Efficacy Beliefs and Teaching Practices of Australian Primary Science Educators
Quelle	In: Research in Science Education, 53 (2023) 5, S.889-917 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deehan, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-023-10113-w
Schlagwörter	Foreign Countries; Elementary School Teachers; Science Instruction; Educational Practices; Rural Urban Differences; Teacher Attitudes; Beliefs; Teacher Effectiveness; School Location; Australia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis; Stadt-Land-Beziehung; Lehrerverhalten; Belief; Glaube; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulgelände; Australien
Abstract	The provision of quality science education is a global priority beset by longstanding challenges, which can be amplified in rural and regional contexts. This creates a dual problem where stakeholders must focus on the improvement of science education outcomes whilst being cognisant of the established divided between metropolitan and non-metropolitan learners. Considering the recent positive TIMSS results which showed equitable science results for regional, remote and metropolitan Australian year 4 students, this paper aims to examine the relationship between primary teachers' school location and their science teaching efficacy beliefs and reported science teaching practices. A total of 206 Australian primary science educators responded to a cross sectional quantitative survey. Descriptive statistics, analysis of variance (ANOVA) and chi-square analyses found no statistically significant differences between metropolitan and non-metropolitan teachers on measures of science teaching efficacy beliefs and reported science teaching approaches. This apparent contradiction of established research themes merits deeper school and student-focused research to understand the practical implications that could arise from these findings. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01