特集 科学教師教育

Gourlay, Helen and Dillon, Justin (2013) 特集 科学教師教育. Journal of Science Education in Japan, 37 (2). pp. 88-98. ISSN 0386-4553

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Abstract

International comparisons point to a substantial difference in attainment between the highest and the lowest attaining students in science. This gap suggests a need for improved pedagogies which can be addressed through pre- and in-service education. Recent government changes aimed at improving the quality of science education have led to the creation of a number of new routes into teaching and a determined focus on raising the number of physics specialist teachers. The process of allocating teacher training numbers by subject specialism rather than by simply identifying ‘science’ places has had an impact on the balance of biological and physical sciences. A new system of financial bursaries rewards students with good degrees. While some success has been achieved in increasing pre-service numbers, teachers still do not appear to be getting the in-service training that they need and want.

Item Type:	Article
Uncontrolled Keywords:	science teacher education,pedagogy,curriculum,assessment,professional development,england
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Depositing User:	Pure Connector
Date Deposited:	01 Apr 2014 13:50
Last Modified:	24 May 2023 01:11
URI:	https://ueaeprints.uea.ac.uk/id/eprint/48296
DOI:

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