Science Teacher Education Partnerships with Schools (STEPS): Partnerships in Science Teacher Education

Autor/inn/en	Kenny, John Daniel; Hobbs, Linda; Herbert, Sandra; Chittleborough, Gail; Campbell, Coral; Jones, Mellita; Gilbert, Andrew; Redman, Christine
Titel	Science Teacher Education Partnerships with Schools (STEPS): Partnerships in Science Teacher Education
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 12, Artikel 4 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Elementary School Teachers; Science Teachers; Self Esteem; Teacher Education; Program Effectiveness; Preservice Teachers; College School Cooperation; Comparative Analysis; Case Studies; Feedback (Response); Partnerships in Education; Science Education; Mixed Methods Research; Questionnaires; Semi Structured Interviews; Universities; Online Surveys; Student Surveys; Australia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Self-esteem; Selbstaufmerksamkeit; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Naturwissenschaftliche Bildung; Fragebogen; University; Universität; Schülerbefragung; Australien
Abstract	This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships between the university and local schools to enable primary pre-service teachers (PSTs) to teach science. The diversity of the programs enabled an examination of the relevant literature underpinning the approaches and comparison of data from participants to identify key features and success factors for establishing and maintaining working relationships with schools. This preliminary analysis of learning from STEPS uses case studies and feedback from PSTs who participated. These findings indicate that authentic teaching experiences build the confidence of PSTs to teach science. Ultimately, the project will develop an Interpretive Framework which will articulate the characteristics of partnerships to be validated through feedback from other science educators from Australia and overseas. (As Provided).
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