View in EDS

'They Couldn't Wait, Every Day They Would Say Are They Coming Today?' Stakeholder Perceptions of School-University Partnership Approaches to Science Teacher Education

Saved in:
Bibliographic Details
Title: 'They Couldn't Wait, Every Day They Would Say Are They Coming Today?' Stakeholder Perceptions of School-University Partnership Approaches to Science Teacher Education
Language: English
Authors: Marianne Logan (ORCID 0000-0002-2533-5611), Amy Cutter-Mackenzie-Knowles (ORCID 0000-0002-2499-8552), David Lynch (ORCID 0000-0002-0334-8278), Maia Osborn (ORCID 0000-0003-2762-5038)
Source: Australian Educational Researcher. 2024 51(4):1707-1728.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teacher Education, Partnerships in Education, College School Cooperation, Science Teachers, Teacher Education Programs, Student Attitudes, Teacher Attitudes, Program Effectiveness, Pedagogical Content Knowledge, Self Efficacy
DOI: 10.1007/s13384-023-00660-6
ISSN: 0311-6999
2210-5328
Abstract: Initial teacher education programs have been criticised for their failure to deliver classroom-ready graduates. Problems of concern for preservice teachers (PSTs) identified in the literature are insufficient time in the classroom, lack of confidence, inadequate pedagogical knowledge and a theory practice divide. This research examines a school-university partnership approach to science teacher education from the perspective of PSTs, school students, teachers and teacher educators where university tutorials were conducted in a school environment. This research is underpinned by practice architectures theory, it follows collaborative participatory action research methodology using mixed methods of data collection including surveys, interviews and focus groups. The research findings revealed how the program built on PSTs' pedagogical knowledge and confidence and connected theory with practice. Teachers observed high level student engagement and students building on their prior science knowledge in innovative science lessons. The research provides rich data that illuminate aspects in this school-university partnership approach from a range of perspectives.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1436196
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1436196
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 'They Couldn't Wait, Every Day They Would Say Are They Coming Today?' Stakeholder Perceptions of School-University Partnership Approaches to Science Teacher Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Marianne+Logan%22">Marianne Logan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2533-5611">0000-0002-2533-5611</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amy+Cutter-Mackenzie-Knowles%22">Amy Cutter-Mackenzie-Knowles</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2499-8552">0000-0002-2499-8552</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+Lynch%22">David Lynch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0334-8278">0000-0002-0334-8278</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maia+Osborn%22">Maia Osborn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2762-5038">0000-0003-2762-5038</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2024 51(4):1707-1728.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s13384-023-00660-6
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0311-6999<br />2210-5328
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Initial teacher education programs have been criticised for their failure to deliver classroom-ready graduates. Problems of concern for preservice teachers (PSTs) identified in the literature are insufficient time in the classroom, lack of confidence, inadequate pedagogical knowledge and a theory practice divide. This research examines a school-university partnership approach to science teacher education from the perspective of PSTs, school students, teachers and teacher educators where university tutorials were conducted in a school environment. This research is underpinned by practice architectures theory, it follows collaborative participatory action research methodology using mixed methods of data collection including surveys, interviews and focus groups. The research findings revealed how the program built on PSTs' pedagogical knowledge and confidence and connected theory with practice. Teachers observed high level student engagement and students building on their prior science knowledge in innovative science lessons. The research provides rich data that illuminate aspects in this school-university partnership approach from a range of perspectives.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1436196
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1436196
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s13384-023-00660-6
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 1707
    Subjects:
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
    Titles:
      – TitleFull: 'They Couldn't Wait, Every Day They Would Say Are They Coming Today?' Stakeholder Perceptions of School-University Partnership Approaches to Science Teacher Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Marianne Logan
      – PersonEntity:
          Name:
            NameFull: Amy Cutter-Mackenzie-Knowles
      – PersonEntity:
          Name:
            NameFull: David Lynch
      – PersonEntity:
          Name:
            NameFull: Maia Osborn
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0311-6999
            – Type: issn-electronic
              Value: 2210-5328
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Australian Educational Researcher
              Type: main
ResultId 1