No abstract

The article sets the context in which primary science educators find themselves, following the publication in England and Wales of the two recent DfEE circulars (10/97 and 4/98), Teaching: High Status, High Standards. The implications of trainee teachers demonstrating a wide range of standards, both of teaching ability and personal subject knowledge levels, by the end of their courses, are considered. The research was carried out by questioning staff from 32 teacher training institutions, who attended a conference in the early summer of 1998, where the focus was looking at strategies for auditing and enhancing trainee teachers' subject knowledge. The results indicated that few institutions had foreseen the changes by previously planning for the introduction of subject auditing of trainees, but that all institutions had plans afoot for introducing it both on entry, and during the course. Techniques were based mainly around student self-assessment, monitored by tutors, using strategies such as evidence portfolios, concept mapping, etc. Strategies such as multiplechoice testing and computer assessment were envisaged as being used to a lesser extent.