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‘‘I realized that science isn’t scary’’ : In-service teacher insights regarding science focused partnerships
Gilbert, Andrew Hobbs, Linda Kenny, John Jones, Mellita Campbell, Coral Chittleborough, Gail Herbert, Sandra Redman, Christine
Gilbert, Andrew
Hobbs, Linda
Kenny, John
Jones, Mellita
Campbell, Coral
Chittleborough, Gail
Herbert, Sandra
Redman, Christine
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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.
Keywords
Date
2020
Type
Journal article
Journal
School-University Partnerships
Book
Volume
13
Issue
1
Page Range
22-31
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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DOI
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Open Access Status
License
All rights reserved
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Controlled