Pre-Service Teachers' Views of School-Based Approaches to Pre-Service Primary Science Teacher Education

Autor/inn/en	Herbert, Sandra; Hobbs, Linda
Titel	Pre-Service Teachers' Views of School-Based Approaches to Pre-Service Primary Science Teacher Education
Quelle	In: Research in Science Education, 48 (2018) 4, S.777-809 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herbert, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-016-9587-x
Schlagwörter	Preservice Teachers; Science Teachers; Teaching Methods; Science Instruction; Foreign Countries; College School Cooperation; Teacher Education; Elementary School Teachers; Self Esteem; Teaching Experience; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Lehrerausbildung; Lehrerbildung; Elementary school; Grundschule; Volksschule; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Australien
Abstract	Primary pre-service teachers (PSTs) in Australia often have low confidence and negative experiences in relation to science and teaching science. This paper reports on pre-post survey data produced by four institutions involved in a multi-institutional project exploring the use of university-school partnerships for primary science teacher education. The findings show that the experience of engagement in school-based science teaching contributed to the development PST classroom readiness particularly with respect to statistically significant increases in confidence. We argue that moving tutorials from university into schools supports PSTs' engagement with the teaching profession and teaching science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01