Teacher Preparation and the National Primary Science Curriculum: A Twentieth-Anniversary Perspective

Autor/inn/en	Sharp, John; Hopkin, Rebecca; James, Sarah; Peacock, Graham; Kelly, Lois; Davies, Dan; Bowker, Rob
Titel	Teacher Preparation and the National Primary Science Curriculum: A Twentieth-Anniversary Perspective
Quelle	In: Research Papers in Education, 24 (2009) 3, S.247-263 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
Schlagwörter	National Curriculum; Foreign Countries; Science Education; Science Curriculum; Core Curriculum; Required Courses; Elementary School Curriculum; Teacher Surveys; Questionnaires; Educational Assessment; Teacher Education; Qualitative Research; Statistical Analysis; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Naturwissenschaftliche Bildung; Kerncurriculum; Pflichtkurs; Fragebogen; Education; assessment; Bewertungssystem; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Statistische Analyse
Abstract	In 1989, the progressive introduction of a National Curriculum of subjects to all maintained schools in England and Wales brought compulsory science education into the primary sectors of these two countries for the first time. Such was its considered importance, science was placed alongside English and mathematics in what became known simply as "the core". As a result of its elevated profile and an immense amount of hard work and effort by teachers and other professionals responding to requirements, science education provision appeared to benefit enormously. Successive revisions of the national primary science curriculum have brought about many changes, however, each impacting on the primary profession individually in different ways and as a whole. Findings from a recently completed "preparation to teach" survey across several geographically distinct regions of England are presented here which contribute to our ongoing understanding of the overall status of science teaching within primary schools. Twenty years on from when the national primary science curriculum was first introduced and independently evaluated, attention is drawn to the continued progress being made at the "chalk-face" and to those factors widely perceived as continuing to inhibit delivery. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10