Preparing Pre-Service Primary Teachers to Teach Primary Science: A Partnership-Based Approach

Autor/in	Kenny, John
Titel	Preparing Pre-Service Primary Teachers to Teach Primary Science: A Partnership-Based Approach
Quelle	In: International Journal of Science Education, 32 (2010) 10, S.1267-1288 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Student Teaching; Teaching Experience; Teaching Methods; Elementary School Teachers; Elementary School Science; Program Effectiveness; Teacher Collaboration; Foreign Countries; Planning; Reflection; Teacher Effectiveness; Partnerships in Education; College School Cooperation; Reflective Teaching; Action Research; Journal Writing; Cooperative Planning; Pedagogical Content Knowledge; Australia + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Ausland; Ablaufplanung; Planungsprozess; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulpartnerschaft; Projektforschung; Zeitschriftenaufsatz; Pädagogische Kompetenz; Australien
Abstract	This paper reports on the effectiveness of a professional partnership approach to preparing pre-service primary teachers to teach science. The study involved final year BEd pre-service primary teachers at the University of Tasmania, each working in the class of a volunteer colleague teacher. The programme provided an authentic science teaching experience in which pre-service teachers were supported to plan and teach a sequence of work in a chosen science topic and reflect upon the experience. Many reported an initial lack of confidence in science and no experience with teaching it during their normal practice teaching. During 2007 and 2008, teachers from 17 schools in Northern Tasmania volunteered to work with the pre-service teachers in their classrooms for one lesson a week over a six-week period. The findings indicated that this approach was an effective way to build the confidence of pre-service teachers and may also have benefits for practising teachers. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10