Lewthwaite, Brian (2000) Temporary or permanent changes: training science teacher perceptions and reflections. SAMEpapers: science and mathematics education papers, 2000. pp. 111-128.

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Abstract

In response to New Zealand's poor performance in the Third International Mathematics and Science Study, recent developments in New Zealand primary science education have focused on improving teacher attitude, knowledge and confidence through what is perceived to be a well-developed national in-service strategy. A potential limitation of this overall effort is the failure to recognise the influence pre-service science education may have in perpetuating the national malaise in Year-1 to Year-8 science education. This study, based on a survey of 156 teacher trainees in their second and final year of a three year professional training program, examines teacher trainee perceptions of their previous science experience, their development during their teacher training and the adequacy of this training in preparation for their role as primary and intermediate science educators. Whilst the majority of participants identify their previous science experience as being both limited and negative, their teacher training experience has been, overall, very positive in terms of promoting changes in their attitude, knowledge and ability. Despite this progress, many trainees do not perceive themselves to be adequately prepared to teach science. The ramifications of such outcomes are discussed in the context of the recent ministerial efforts in primary science education.

Item ID:	34993
Item Type:	Article (Research - C1)
ISSN:	1170-2575
Date Deposited:	27 Aug 2014 04:24
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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