School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers’ Science Teaching Efficacy

Abstract

Science in the Australian primary school context is in a state of renewal with the recent implementation of the Australian Curriculum: Science. Despite this curriculum renewal, the results of primary students in science have remained static. Science in Australia has been identified as one of the least taught subjects in the primary school curriculum, and therefore, the role of the teacher is paramount. Research has explored the significant impact that tertiary education and practical experience, including the role of the science teacher educator and mentor teacher, can have on preservice teachers, in relation to either increasing or calibrating science teaching efficacy beliefs. Such research is significant due to the correlation between teaching self-efficacy and performance. Following a commentary on literature in this field, this article will present recommendations for the development of science partnerships between tertiary institutions and primary schools in Australia.

Changes in Science Teaching Self-efficacy among Primary Teacher Education Students

“…Bencze and Hodson (1999) argued that many practicing primary teachers had low confidence for teaching science, and as a result they taught as little science as possible, usually using expository methods rather than inquiry. Petersen and Treagust (2014) for example reported that science was one of the least taught subjects in the primary school curriculum. A similar problem also applies to preservice primary teachers: Tosun (2000) reported that preservice primary teachers had mainly negative beliefs about science teaching; and Buss (2010) found that preservice primary teachers had less efficacy for teaching science and mathematics than for other subject areas in the primary curriculum.…”

Preservice Teacher Self-Efficacy for Enhancing Students’ Long-Term Interest in Science

“…Andersen, Dragsted, Evans, and Sørensen (2004) reported that the quality of science teaching in Danish elementary schools correlated with the teachers' self-efficacy scores. Petersen and Treagust (2014) noted that science was one of the least taught subjects in Australian primary schools and argued the importance of examining the self-efficacy beliefs of the teachers involved.…”

Veiledning i lærerstudenters praksisopplæring – et bidrag til læring og utvikling?

“…En praksislaerer opplever mangel på tid som virker demotiverende: «Jeg må vaere aerlig og si at når jeg tar på meg den arbeidsmengde med den tid det tar, og ikke minst stress sammen med misfornøyde elever, er jeg svaert lite lysten på å gjøre dette igjen». Denne type tverrinstitusjonelt arbeid forutsetter også økonomiske ressurser, og arbeidet bør ikke komme på toppen av den store arbeidsbyrden praksislaerere og laererutdannere har (Petersen & Treagust, 2014). Partnerskap er mer ressurskrevende enn mer tradisjonell laererutdanning, noe også vår studie dokumenterer.…”