Designing the best urban, preservice elementary science methods course: Dilemmas and considerations

Moscovici, Hedy; Osisioma, Irene U.

doi:10.1007/bf03173674

Cited by 2 publications

(1 citation statement)

References 10 publications

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“…This is reasonable, considering that most primary teachers are required to teach all learning areas in the Australian context, although each learning area has its own approaches and focuses. Moscovici and Osisioma (2008) believe that some preservice primary teachers experience 'sciencephobia' at various levels, which the authors believe stems from unsuccessful science learning in the past. Preservice teachers, regardless of their previous experiences in science, enter university science methods courses with preconceived ideas about what science teaching and learning should look like (Hubbard & Abell, 2005).…”

Section: The Relationship Between Self-efficacy and Science Teachingmentioning

confidence: 92%

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

Petersen

Treagust

2014

AJTE

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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.

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Section: The Relationship Between Self-efficacy and Science Teachingmentioning

confidence: 92%

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

Petersen

Treagust

2014

AJTE

View full text Add to dashboard Cite

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Re-orienting a Science Methods Course to Prepare Sustainability Literate K-6 Pre-service Teachers: A Mixed Methods Investigation

O’Brien

Sparrow

Morales

et al. 2015

Educating Science Teachers for Sustainability

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Designing the best urban, preservice elementary science methods course: Dilemmas and considerations

Cited by 2 publications

References 10 publications

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

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

Re-orienting a Science Methods Course to Prepare Sustainability Literate K-6 Pre-service Teachers: A Mixed Methods Investigation

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