Science Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education

Kenny, John; Hobbs, Linda; Herbert, Sandra; Jones, M. Gail; Chittleborough, Gail; Campbell, Coral; Gilbert, Andrew; Redman, Christine

doi:10.14221/ajte.2014v39n12.4

Cited by 11 publications

(5 citation statements)

References 26 publications

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“…Our aim was to incorporate new ways of thinking about and practicing science teaching to strengthen pre-service teachers' (PSTs) future capability and confidence to teach science in primary schools. Our research aligns closely with other science educators who modified their practice to create better learning outcomes for PSTs (Lederman & Lederman, 2015) and address PSTs' lack of confidence to teach science (Jones et al, 2016;Kenny et al, 2014).…”

Section: Introductionsupporting

confidence: 55%

The Affordance of Place in Developing Place-Responsive Science Teaching Pedagogy: Reflections from Pre-Service Teachers

Green

2021

Journal of Science Teacher Education

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Despite being increasingly popular within broader educational discourse, place-responsive pedagogy is less apparent in science teacher education. This paper investigates the perspectives of pre-service teachers in a science education course informed by place-responsive pedagogy in a Bachelor of Education (primary) program at an Australian regional university. The place-based study belongs to longitudinal research that examined the impact of the modified science course hallmarked by university-school partnerships and science lessons conducted by pre-service teachers with children from rural and regional schools in Gippsland, Victoria in a wetland and school ground setting. The study and science course were framed by Somerville's (2010) place pedagogy framework as constituted by the three elements of the storyline, embodiment, and cultural contact zones. Using this framework, we examine how pre-service teachers view and understand the affordance of places for teaching science. The study employed a document analysis of coursework essays as well as follow-up semi-structured interviews with two pre-service teacher cohorts (wetland and school ground). Findings indicate that pre-service teacher's exposure to place-responsive frameworks helped build their awareness about the affordance of place for science teaching. Challenges associated with taking science beyond the conventional classroom are also identified and discussed.

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Section: Introductionsupporting

confidence: 55%

The Affordance of Place in Developing Place-Responsive Science Teaching Pedagogy: Reflections from Pre-Service Teachers

Green

2021

Journal of Science Teacher Education

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“…Enactive mastery experiences are authentic experiences in which one demonstrates the capability to succeed in the task. In studies of preservice primary teachers, mastery experiences have often included successful participation in science teaching practice (Kenny et al, 2014;Mansfield & Woods-McConney, 2012). Roberts and Henson (2000) argued that mastery experiences could also include successful mastery of new information.…”

Section: Introductionmentioning

confidence: 99%

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

Palmer¹,

Dixon²,

Archer³

2015

AJTE

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“…The absence of mainstay themes in education research within participants' responses was also noteworthy as Time (e.g., AITSL, 2021;Crump, 2005;Jenkinson & Benson, 2010), Cross Curricular Integration (e.g., Gresnigt et al, 2014;Rennie et al, 2018), Specialist Science Teachers (e.g., Ardzejewska et al, 2010;Levy et al, 2016;Mills et al, 2020;Roach & Wendt, 2022), School-University Partnerships (e.g., Hobbs et al, 2018;Kenny et al, 2014) and Preservice Science Education (Deehan, 2017(Deehan, , 2021(Deehan, , 2022 were not widely identified as key factors in the ongoing improvement of Australian primary science education. While a sampling error or methodological limitations could explain the relative paucity of these themes, they could also be an extension of the previously mentioned internal locus of control expressed by teachers as they view themselves, rather than universities or specialist teachers, as being central to the improvement of primary science education.…”

Section: Discussionmentioning

confidence: 99%

Australian teachers’ views on how primary science education can be improved

Deehan

MacDonald

2023

Aust. Educ. Res.

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Teachers are crucial to bridging the theory-praxis divide in science education by utilising evidence-based teaching practices to improve outcomes for their learners. However, the perspectives of primary teachers have seldom been considered beyond the confines of specific professional development programs. This paper aims to explore Australian primary teachers’ beliefs about how primary science education could be improved. A sample of 165 primary educators responded to an open-ended digital survey prompt. The results showed that teachers viewed themselves and their colleagues as central to the improvement of primary science education as evidenced by the most prominent themes of Professional Development (47.27%), Funding-Resources (37.58%), Classroom Practice (21.82%) and Personal-Teacher Improvement (21.21%). Curiously, university did not feature strongly, suggesting the participants may hold neutral views regarding the impact of universities on primary science education. The findings should serve as a catalyst for future research and engagement with primary teachers. Universities could expand their roles in building relationships with and providing accessible professional development to a group of primary teachers who, quite rightly, view themselves as key to improving primary science education.

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Science Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education

Cited by 11 publications

References 26 publications

The Affordance of Place in Developing Place-Responsive Science Teaching Pedagogy: Reflections from Pre-Service Teachers

The Affordance of Place in Developing Place-Responsive Science Teaching Pedagogy: Reflections from Pre-Service Teachers

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

Australian teachers’ views on how primary science education can be improved

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