The reluctant primary school teacher

Goodrum, Denis; Cousins, Judith; Kinnear, Adrianne

doi:10.1007/bf02356892

Cited by 26 publications

(19 citation statements)

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“…Also student teachers' other interests may come to the fore when there is limited time to be used for planning the teaching of a physics topic. For example, Goodrum, Cousins and Kinnear (1992) found that few teachers were prepared to find ideas in a variety of books and collecting and replacing materials for their pupils to work with when science was not a high priority.…”

Section: Discussionmentioning

confidence: 98%

Primary Student Teachers' Ideas about Teaching a Physics Topic

Ahtee

Johnston

2006

Scandinavian Journal of Educational Research

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This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils' thinking and process skills needed in a physics topic. Therefore they will have problems constructing learning environments that encourage pupils to take active control of their learning. In order to develop effective pedagogical content knowledge it is of the utmost importance that the science educators responsible for physics courses pay special attention to the promotion of favourable attitudes towards the teaching of physics topics. This can be done by focusing on how to teach some basic familiar topics. Quality, not quantity, is important in focusing on both subject knowledge and pedagogical content knowledge. The construction of pedagogical content knowledge is a complex interrelationship of attitudes, subject, and pedagogical knowledge. All three of them need to be developed to enable students to confidently and effectively teach young children.

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Section: Discussionmentioning

confidence: 98%

Primary Student Teachers' Ideas about Teaching a Physics Topic

Ahtee

Johnston

2006

Scandinavian Journal of Educational Research

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“…Because of concerns about the teaching of primary science, there have been several efforts to address the professional development of teachers in Australia, such as initiatives in South Australia (Crawford and Zeegers 1993) and Western Australia (Goodrum et al 1992) where efforts have been concentrated in the inservice area, rather than on preservice preparation. The Primary and Early Childhood Science Teacher Education Project (PECSTEP) programme at Canberra University (Hardy et al 1990) focused on both practising teachers and preservice students, and was the basis for a related programme at the then University College of Central Queensland (Appleton 1991(Appleton , 1992(Appleton , 1995.…”

Section: Introductionmentioning

confidence: 99%

Why teach primary science? Influences on beginning teachers' practices

Appleton¹,

Kindt²

1999

International Journal of Science Education

131

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“…Some of the constraints are structural in nature, while others are related to the individual. Examples of structural constraints include lack of administrative support for science teaching often related to the emphasis on standardized testing (Milner, Sondergeld, Demir, Johnson, & Czerniak, 2012; Upadhyay, 2009); access to materials and resources (Carrier, Whitehead, Walkowiak, Luginbuhl, & Thomson, 2017; Murphy, Neil, & Beggs, 2007), and time to prepare for science teaching (Davis et al, 2006; Goodrum, Cousins, & Kinnear, 1992).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Though elementary teachers face constraints in their efforts to include science as a regular part of the curriculum, there is evidence that factors are present to support them as they persevere to incorporate it; the most prevalent of these supports is the enthusiasm that elementary students feel for science (Goodrum et al, 1992). Hargreaves (1998) reported that as teachers prepare lessons, they consider criteria such as whether the lessons will be exciting and engaging for students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Therefore, our purpose is to provide a different perspective about elementary science teaching grounded in the experiences of individual teachers with a positive science teaching identity. BRADBURY AND WILSON | 423 1.2 | Supports for elementary science teaching Though elementary teachers face constraints in their efforts to include science as a regular part of the curriculum, there is evidence that factors are present to support them as they persevere to incorporate it; the most prevalent of these supports is the enthusiasm that elementary students feel for science (Goodrum et al, 1992). Hargreaves (1998) reported that as teachers prepare lessons, they consider criteria such as whether the lessons will be exciting and engaging for students.…”

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confidence: 99%

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Questioning the prevailing narrative about elementary science teachers: An analysis of the experiences of science teacher enthusiasts

Bradbury

Wilson

2020

Science Education

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The purpose of this study is to challenge the prevailing negative narrative related to elementary science teaching by investigating the experiences of elementary teachers who identify as science teacher enthusiasts (STEs). Holland, Lachiotte, Skinner, and Cain (1998)'s conception of identity as an ongoing production or construction in a socio‐cultural context served as a theoretical framing for exploring structural and personal supports and constraints related to the development of elementary teachers’ science teaching identities. Through interviews with 13 inservice elementary teachers with a range of experience (1–40 years), we found that students’ enthusiasm for science, connections with other enthusiasts, and opportunities for integrating science with other content areas were the major supports for consistent science teaching. Positive emotions associated with these supports helped the participants mitigate constraints such as lack of time, resources, testing, and not feeling comfortable with the science content frequently associated with portraits of elementary teachers. By understanding the experiences of STEs, science educators can use their role as preservice educators and professional developers to provide these supports to bolster the science teaching identity trajectories of individuals with whom they work.

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The reluctant primary school teacher

Cited by 26 publications

References 1 publication

Primary Student Teachers' Ideas about Teaching a Physics Topic

Primary Student Teachers' Ideas about Teaching a Physics Topic

Why teach primary science? Influences on beginning teachers' practices

Questioning the prevailing narrative about elementary science teachers: An analysis of the experiences of science teacher enthusiasts

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