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ERIC Number: EJ982419
Record Type: Journal
Publication Date: 2012-Jun
Pages: 24
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0313-5373
"Me as a Science Teacher": Responding to a Small Network Survey to Assist Teachers with Subject-Specific Literacy Demands in the Middle Years of Schooling
Morgan, Anne-Marie
Australian Journal of Teacher Education, v37 n6 p73-95 Jun 2012
Middle years' teachers in primary schools are increasingly required to teach curriculum-specific subjects at a depth requiring considerable content and pedagogical knowledge, as well as a detailed understanding of the particular literacy requirements specific to each subject. Science teaching, in the latter years of primary schooling, is particularly demanding for non-specialist teachers. Many teachers struggle with feelings of (in)adequacy and (in)competence to be "science literate" and "good" science teachers, providing sufficient and valuable science learning opportunities for their learners. This paper describes one primary school's attention to teachers' feelings of wellbeing and competence in relation to themselves as science teachers. A survey instrument, informed by the particular school context and the literature on teachers' beliefs of self-efficacy, was used in the school and its local hub group. The study has implications for pre- and in-service teachers faced with similar teaching requirements, literacy demands and challenges to their professional and personal wellbeing. The teacher's findings highlight the value of collaborative research partnerships to enhance both student learning outcomes and teacher wellbeing. (Contains 7 figures.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia