A Coteaching Model for Developing Pre-Service Teachers' Practice and Confidence in Teaching Primary Science through Inquiry

Autor/inn/en	McCullagh, John; Doherty, Andrea
Titel	A Coteaching Model for Developing Pre-Service Teachers' Practice and Confidence in Teaching Primary Science through Inquiry
Quelle	In: Education 3-13, 49 (2021) 3, S.357-370 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1854963
Schlagwörter	Team Teaching; Preservice Teachers; Teaching Methods; Self Esteem; Elementary School Science; Active Learning; Inquiry; Teacher Competencies; Foreign Countries; Preservice Teacher Education; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Teamteaching; Teaching method; Lehrmethode; Unterrichtsmethode; Self-esteem; Selbstaufmerksamkeit; Aktives Lernen; Lehrkunst; Ausland; Lehramtsstudiengang; Lehrerausbildung
Abstract	Teaching primary science through inquiry offers a number of benefits including developing pupils' science skills, progressing thinking skills and personal capabilities, and making science relevant to children's everyday experience. Ensuring that pre-service teachers (PSTs) are fully confident and competent in teaching inquiry-based science (IBS) however presents a number of challenges to initial teacher educators as teaching through inquiry calls for a high level of competence in classroom practice and an understanding of science concepts and theory. Opportunities to observe or teach IBS lessons during school experience are often limited thereby preventing PSTs acquiring personal experience of planning, teaching and evaluating inquiry-based lessons. This paper presents a model for coteaching where PSTs, initially, teach alongside peers before progressing to teaching with in-service teachers. Feedback from PSTs' written and oral evaluations indicate that the model is effective at developing their confidence and competence at each stage of their learning journey. We propose a sociocultural interpretation suggesting that coteaching addresses the cognitive and affective needs of PSTs and point to the valuable contribution which coteaching offers to all phases of science teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01