Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

Autor/inn/en	Bartholomew, Rex; Anderson, Dayle; Moeed, Azra
Titel	Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 8 (2012) 2, S.103-112 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Education Courses; Graduates; Foreign Countries; Pedagogical Content Knowledge; Science Education; Teaching Methods; Science Curriculum; Primary Education; Kindergarten; Teacher Attitudes; Educational Strategies; Teacher Education; Science Instruction; Educational Quality; New Zealand + Suchen Sie Ihr Suchwort? Fortbildungskurs; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Ausland; Pädagogische Kompetenz; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Primarbereich; Lehrerverhalten; Lehrstrategie; Lehrerausbildung; Lehrerbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Quality of education; Bildungsqualität; Neuseeland
Abstract	There has been recent concern over the variable quality of science teaching in New Zealand primary schools. One reason suggested has been the relatively low levels of science education components in initial teacher education (ITE) programmes. This paper follows a cohort of recent teacher graduates from a science education course in their ITE programme through the first two years of their teaching career. Their beliefs in science education, their confidence in their science subject matter knowledge and pedagogical content knowledge, and use of strategies suggested in their ITE science course were explored. It was found that the teachers retained their positive views of science in the curriculum, and confidence in their ability to teach science grew. The use of student and investigation-centred teaching strategies increased as the new teachers experienced success with the approaches. These outcomes are discussed in light of recent changes in primary curriculum emphasis on literacy and numeracy, and ITE science course contractions. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10