ERIC Number: EJ1032514
Record Type: Journal
Publication Date: 2014-Mar
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6811
EISSN: N/A
Developing Confidence in Practical Science Activities in Novice Teachers: Policy, Practice and the Implementation Gap
Youens, Bernadette; Gordon, Jules; Newton, Len
School Science Review, v95 n352 p71-79 Mar 2014
Practical work has a long history in science education in the UK. This article explores how the influences of curriculum and assessment policy have shaped practical work over recent years. We argue that, together with changes in teacher training programmes, these influences have weakened science teachers' capacity to meet the challenge of calls for a greater emphasis on practical work in school science. We draw on evidence from a small-scale study of novice science teachers' confidence and skill levels in common practical tasks to argue that a significant gap exists that will render implementation of greater practical activity challenging.
Descriptors: Science Activities, Novices, Beginning Teachers, Educational Practices, Self Efficacy, Educational Policy, Curriculum Implementation, Preservice Teachers, Preservice Teacher Education, Student Teacher Attitudes, Teaching Experience, Skill Analysis, Paraprofessional School Personnel, Pretests Posttests, Student Surveys, Achievement Gap, Teaching Skills, Science Education, Foreign Countries, Questionnaires, Knowledge Base for Teaching
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A