ERIC Number: EJ721306
Record Type: Journal
Publication Date: 2005-Nov
Reference Count: 26
Strategies Used by Science Student Teachers for Subject Knowledge Development: A Focus on Peer Support
McCarthy, Susan; Youens, Bernadette
Research in Science & Technological Education, v23 n2 p149-162 Nov 2005
The demand on science teachers in England and Wales in terms of their own subject knowledge has increased significantly since the 1980s. This has created pressure on pre-service educators to adequately prepare pre-service teachers regarding their science knowledge, during a very intensive course. This qualitative study explored the perceptions of students about the range of strategies they use to facilitate their subject knowledge development during a one-year postgraduate initial teacher education course, with a particular focus on their use of peers. The majority of the pre-service teachers used their peers in a range of different ways to develop their own knowledge and understanding of science. They valued this support highly and believed that with enhanced tutor facilitation, peers could be used to greater effect. These findings are discussed in terms of the demands of a highly regulated, standards-driven model of teacher education and the desire to encourage the development in our students of a sense of professionalism characterised by both autonomy and collegiality.
Descriptors: Student Teacher Attitudes, Science Teachers, Student Teachers, Preservice Teacher Education, Learning Strategies, Cognitive Style, Peer Relationship, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)