Learning and Teaching Elementary Science in the Transition from Preservice to Inservice Teaching.

Autor/inn/en	Mulholland, Judith; Wallace, John
Titel	Learning and Teaching Elementary Science in the Transition from Preservice to Inservice Teaching.
Quelle	(1999), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Educational Research; Elementary Education; Elementary School Teachers; Expectation; Foreign Countries; Higher Education; Knowledge Base for Teaching; Research Utilization; Science Education; Student Teachers; Teacher Attitudes; Teacher Background; Teacher Characteristics; Teacher Education; Teacher Persistence; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Expectancy; Erwartung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Forschungsumsetzung; Naturwissenschaftliche Bildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Australien
Abstract	Elementary teachers' attitudes towards science and their confidence to teach it have for some time been identified as important in determining both the quality and quantity of science taught to children. Attitudes and confidence are influenced greatly by the teachers' own experiences as learners of science and as teachers of science. This paper reports on a longitudinal case study of three elementary teachers during their transition from preservice to inservice teaching. The study identifies experiences that were helpful in overcoming initial lack of confidence in studying science and experiences that were perceived by participants to be helpful in preparation for teaching science in the elementary school. The paper identifies ways in which the beginning teachers perceived and addressed constraints to science teaching in the elementary school and how they changed and adapted the knowledge and skills developed at university to practical situations. The use by researchers of a specialist science teacher's perspective for evaluating elementary science classes is discussed. (Contains 47 references.) (Author/NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC