European Journal of Teacher Education volume 41, issue 4, P529-548 2018 DOI: 10.1080/02619768.2018.1462330 View full text
Karen Blackmore, Colin Howard, Alison Kington

Abstract: This study took place within an environment of educational change in teaching and assessment in the UK, where the National Curriculum (N.C.) and National External Examination syllabi undertook significant revision. Science education specifically, has seen aspiration raised to allow pupils to achieve a greater depth of understanding at Key Stage 4 and hence facilitate advanced study. Central to the development of effective scientific understanding is teacher preparation. This study examined the factors that imp…

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