Teacher preparation and the national primary science curriculum: a twentieth‐anniversary perspective

Sharp, John; Hopkin, Rebecca; James, Sarah; Peacock, Graham; Kelly, Lois; Davies, Dan; Bowker, Rob

doi:10.1080/02671520902725770

Cited by 13 publications

(4 citation statements)

References 31 publications

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“…As a result of studies identifying issues of teacher knowledge and confidence in the United Kingdom in the 1990s, science was made a core subject along with literacy and mathematics, and a minimum number of hours was set for science education in primary teacher preparation. A study (Sharp et al, 2009) shows significant improvement in the numbers of teachers feeling prepared to teach all elements of the science curriculum and perceiving no impediments to the teaching of primary science. In New Zealand, anecdotally, hours for primary teacher education in science are reducing rather than increasing.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

Bartholomew

Anderson

Moeed

2012

EURASIA J MATH SCI T

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

Bartholomew

Anderson

Moeed

2012

EURASIA J MATH SCI T

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“…In particular, it has been shown that primary student teachers feel more comfortable teaching biology and earth science concepts than physics and chemistry concepts (cf. Sharp et al 2009). Thus, a recurring theme in research about primary teachers and science is a focus on their difficulties with the teaching and learning of the subject.…”

Section: Science For Whom?mentioning

confidence: 99%

Science for whom? Case studies of two male primary school student teachers’ constructions of themselves as teachers of science

Danielsson

2013

NorDiNa

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This paper investigates intersections of gender and the teaching and learning of science in case studies of two male primary school student teachers, exploring how these student teachers negotiate identities as teachers of science. The project works from dual theoretical starting points. Firstly, the project is founded in a feminist post-structural understanding of gender as performative, something 'done' in a social context rather than an inherent characteristic of a person. Secondly, learning is, following situated learning theory, conceptualised as involving the constitution of an identity. Empirically, the paper draws on semi-structured interviews with two primary school student teachers specialising in science. The paper explores the two student teachers' classed and gendered interpretations of school science, in particular how they use these interpretations as a means for them as male teachers to fit into the primary teacher role with its feminine connotations. Finally, some implications for teacher education are discussed.

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“…One response to poor primary teacher science content knowledge has been to increase science content in initial teacher preparation courses (Osborne & Simon, 1996). Official reports suggest significant improvement in the numbers of teachers feeling prepared to teach all elements of the science curriculum and perceiving no impediments to the teaching of primary science (Sharp et al, 2009). A collection of research has resulted investigating primary teachers' subject matter knowledge through structured interviews and questionnaires (e.g., Summers, Kruger, Mant & Childs, 1998).…”

Section: Development Of Substantive Science Knowledgementioning

confidence: 99%

Teacher Knowledges, Classroom Realities: Implementing Sociocultural Science in New Zealand Year 7 and 8 Classrooms

Anderson¹

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<p>Lack of science content knowledge has often been suggested as underpinning primary teachers' reluctance to teach science or to provide limited learning opportunities when doing so. Understanding better the full range and nature of teacher knowledges that afford useful science learning opportunities in primary science education could produce a more positive view of primary teachers' potential for science teaching and usefully inform professional development in science. This research used a multiple case study approach to identify the nature of knowledges and beliefs that three teachers from schools well regarded for teaching science at Years 7 and 8 brought to their implementation of a unit of work in science. Students' perceptions of learning pertaining to the science unit were also examined. The influence of teacher knowledges on opportunities for science learning was considered and the ways in which the teachers developed science related teacher knowledges was investigated. Sociocultural theories of learning underpin this study and the extent to which the teachers incorporated sociocultural approaches in their science teaching was a particular focus. Frameworks guiding the analysis of the range of teacher knowledges and of sociocultural teaching approaches were developed from the literature. Data for each case study included observations and transcripts of recordings of the lessons forming each science unit together with multiple interviews with the teacher throughout its implementation. Interviews with focus students during and following the unit along with responses to a questionnaire completed by the class at the end of the unit provided insights into students’ perceptions of what they had learned. This study found that the teachers drew on a wide range of knowledges and beliefs to promote science learning. The teachers employing sociocultural approaches afforded most syntactic science learning opportunities. Crucially influential on the nature of science learning that was promoted was the teacher's orientation to science teaching, in particular, beliefs about the purposes and nature of science and science teaching. Four processes were identified that facilitated the teachers' development of science and pedagogical content knowledge: intentional development, reflection, repetition, and engaging and observing students in investigating the natural world. The nature of knowledge developed by each teacher was afforded and constrained by their orientation to science teaching and their recognition of and access to, sources of support. Learning science content, i.e., substantive science learning, was identified by students where this had been the focus of learning and assessment opportunities because of their teacher's particular orientation. Learning about the nature of science, i.e., syntactic science learning, was identified where this was the sole focus of learning and assessment opportunities. In the one case where the teacher's orientation afforded both types of learning opportunity with apparently equal emphasis, students more readily identified substantive science ideas over syntactic ideas as new or important learning.</p>

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Teacher preparation and the national primary science curriculum: a twentieth‐anniversary perspective

Cited by 13 publications

References 31 publications

Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

Science for whom? Case studies of two male primary school student teachers’ constructions of themselves as teachers of science

Teacher Knowledges, Classroom Realities: Implementing Sociocultural Science in New Zealand Year 7 and 8 Classrooms

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