School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers' Science Teaching Efficacy

Autor/inn/en	Petersen, Jacinta E.; Treagust, David F.
Titel	School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers' Science Teaching Efficacy
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 9, Artikel 10 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Science Instruction; Science Curriculum; Curriculum Development; Elementary School Science; Postsecondary Education; Science Teachers; Teacher Educators; Teacher Education; Mentors; Self Efficacy; Correlation; College School Cooperation; Literature Reviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Post-secondary education; Tertiäre Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Self-efficacy; Selbstwirksamkeit; Korrelation; Australien
Abstract	Science in the Australian primary school context is in a state of renewal with the recent implementation of the Australian Curriculum: Science. Despite this curriculum renewal, the results of primary students in science have remained static. Science in Australia has been identified as one of the least taught subjects in the primary school curriculum, and therefore, the role of the teacher is paramount. Research has explored the significant impact that tertiary education and practical experience, including the role of the science teacher educator and mentor teacher, can have on preservice teachers, in relation to either increasing or calibrating science teaching efficacy beliefs. Such research is significant due to the correlation between teaching self-efficacy and performance. Following a commentary on literature in this field, this article will present recommendations for the development of science partnerships between tertiary institutions and primary schools in Australia. (ERIC).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10