‘‘I realized that science isn’t scary’’ : In-service teacher insights regarding science focused partnerships

Journal article

Gilbert, Andrew, Hobbs, Linda, Kenny, John, Jones, Mellita, Campbell, Coral, Chittleborough, Gail, Herbert, Sandra and Redman, Christine. (2020). ‘‘I realized that science isn’t scary’’ : In-service teacher insights regarding science focused partnerships. School-University Partnerships. 13(1), pp. 22-31.
AuthorsGilbert, Andrew, Hobbs, Linda, Kenny, John, Jones, Mellita, Campbell, Coral, Chittleborough, Gail, Herbert, Sandra and Redman, Christine
Abstract

In primary science education, we face an ongoing concern of helping classroom teachers overcome negative associations with science content, teaching and learning. These associations can often impact how they view the value of science in their classroom teaching and impede the development of innovative teaching practice. This research effort investigated in-service teachers' perceptions, reflections and considerations that resulted from their direct involvement within a science-focused school university partnership. Utilizing a multiple case study design, this research effort analyzed partnership efforts across five established science-focused partnership programs in the Australian states of Victoria and Tasmania. Analysis of interview data with 80 in-service teachers from across partner sites indicated an increased valuing of science, where teachers viewed working with pre-service teachers as a professional development opportunity, resulting in additional time spent on developing and teaching through inquiry-based science practices.

Year2020
JournalSchool-University Partnerships
Journal citation13 (1), pp. 22-31
PublisherRowman & Littlefield Education
ISSN1935-7125
Web address (URL)https://www.proquest.com/scholarly-journals/i-realized-that-science-isnt-scary-service/docview/2478112483/se-2
Page range22-31
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All rights reserved
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Output statusPublished
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Online2020
Publication process dates
Deposited13 Oct 2023
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