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ERIC Number: ED560811
Record Type: Non-Journal
Publication Date: 2015-Jan
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2149-214X
Teaching the Future Teachers: A Teacher Educator's Self-Study in Making Science Relevant, Useful and Meaningful for New Zealand Pre-Service Teachers
Sexton, Steven
Online Submission, Journal of Education in Science, Environment and Health v1 n1 p10-19 Jan 2015
This self-study investigated how one teacher educator influenced his final-year pre-service teachers perceived primary science classroom learning environment. The study utilized the Nature of Science as Argumentative Questionnaire (NSAAQ) and regularly scheduled focus group interviews. These tools investigated how the learning environment the teacher educator created effectively modelled the pedagogical approaches stated in "The New Zealand Curriculum." The initial NSAAQ results indicated where the pre-service teachers understanding of the nature of science were naive and what aspects needed to be addressed over the course of the programme. Focus group sessions revealed how some of the student teachers' science attitudes altered over their course of study. These pre-service teachers reported they are now more confident to teach science and that their teacher educator influenced their anticipated teaching practices. This research supports the importance of self-study in initial teacher education.
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand