'They Couldn't Wait, Every Day They Would Say Are They Coming Today?' Stakeholder Perceptions of School-University Partnership Approaches to Science Teacher Education
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| 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 |
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| Language: | English |
| Authors: | Marianne Logan (ORCID |
| 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 |
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