Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13131
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
Contributor(s): Morgan, Anne-Marie (author)orcid 
Publication Date: 2012
Open Access: Yes
DOI: 10.14221/ajte.2012v37n6.6
Handle Link: https://hdl.handle.net/1959.11/13131
Open Access Link: http://dx.doi.org/10.14221/ajte.2012v37n6.6
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.
Publication Type: Journal Article
Grant Details: ARC/LP0990692
Source of Publication: Australian Journal of Teacher Education, 37(6), p. 73-95
Publisher: Social Science Press
Place of Publication: Australia
ISSN: 1835-517X
Field of Research (FOR): 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
130212 Science, Technology and Engineering Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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