Becoming Science Teachers: an evaluation of the initial stages of primary teacher training

Parker, Joan; Spink, Elaine

doi:10.1080/0260293970220102

Cited by 19 publications

(10 citation statements)

References 6 publications

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“…Supported by the materials, it appears that teachers were able to embed new pedagogies into their professional practice. The issue of how to support primary school teachers who may have poor subject content knowledge and a negative attitude to teaching science is a major one for those engaged in CPD for teachers (Parker & Spink, 1997;Touson, 2000). Findings appear to be in-line with those previously reported that to optimise classroom impact then CPD must develop both content and pedagogic knowledge and skills (Parker, 2004).…”

Section: Discussionsupporting

confidence: 77%

Effects of continuing professional development on group work practices in Scottish primary schools

Thurston

Christie

Howe

et al. 2008

Journal of In-Service Education

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Keywords: group work, primary school, continuing professional development for teachers Word count=6729Journal of In-service Education (accepted for publication in second half of 2008)-2 -Effects of continuing professional development on group work practices in Scottish primary schools ABSTRACT This study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils aged 9-12 years old, and 24 primary school teachers. Results indicated the CPD initiative had a significant impact on the attainment of pupils in science. In addition data indicated that the CPD promoted effective discourse and pupil dialogue during science lessons. Pre-post test observation scores were significantly different in terms of children giving of suggestions or courses of actions, offering of explanations, and telling someone to say something or carry out an action . Increases in effective dialogue were significantly correlated to increased science attainment and teacher evaluations of the impact of the CPD were positive. Significant correlations were found between teacher evaluation of impact upon pupil learning and increased attainment in science. The design and structure of CPD initiatives and the implications for practice, policy and future research are explored. (accepted for publication in second half of 2008) -3 - Journal of In-service Education Acknowledgement

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Section: Discussionsupporting

confidence: 77%

Effects of continuing professional development on group work practices in Scottish primary schools

Thurston

Christie

Howe

et al. 2008

Journal of In-Service Education

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show abstract

“…Each of the student teachers expressed that the feedback enhanced their performance and increased their beliefs about being sufficient for teaching. This may be explained by their generally positive experiences, as with Parker and Spink (1997), who established that student teachers with successful experiences have high self-efficacy. In the present study, only PT 1 related that his poor experience in the first lesson was reflected in the second lesson, and therefore, his belief about being sufficient was decreased.…”

Section: Discussion Of the First Sub-problemmentioning

confidence: 99%

The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief

Akkuzu

2014

AJTE

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“…Research in science education also suggests that student teachers' prior experiences influence conceptions of science and science teaching and that this, in turn, can influence practice (Parker and Spink, 1997;Gooday and Wilson, 1996;Tosun, 2000;Thomas and Pedersen, 2003;Skamp and Mueller, 2001a, b). Moreover student teachers' perceptions of the nature of science (NoS) on entry into teacher education have been characterised as 'naïve realist', and are associated with a view of teaching and learning that is based on the idea of 'discovery' rather than as 'a human process of inventing explanations that work' (Abell, Martini andGeorge, 2001, p1096).…”

Section: Student Teachers and Sciencementioning

confidence: 99%

Student teachers’ reflections on prior experiences of learning geography

Dolan

Waldron

Pike

et al. 2014

International Research in Geographical and Environmental Educat

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Becoming Science Teachers: an evaluation of the initial stages of primary teacher training

Cited by 19 publications

References 6 publications

Effects of continuing professional development on group work practices in Scottish primary schools

Effects of continuing professional development on group work practices in Scottish primary schools

The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief

Student teachers’ reflections on prior experiences of learning geography

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