"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

Title
"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
Publication Date
2012
Author(s)
Morgan, Anne-Marie
( author )
OrcID: https://orcid.org/0000-0001-9486-5555
Email: amorga23@une.edu.au
UNE Id une-id:amorga23
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Edith Cowan University
Place of publication
Australia
DOI
10.14221/ajte.2012v37n6.6
UNE publication id
une:13342
Abstract
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.
Link
Citation
Australian Journal of Teacher Education, 37(6), p. 73-95
ISSN
1835-517X
0313-5373
Start page
73
End page
95

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