Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13131
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dc.contributor.authorMorgan, Anne-Marieen
dc.date.accessioned2013-07-29T10:31:00Z
dc.date.issued2012en
dc.identifier.citationAustralian Journal of Teacher Education, 37(6), p. 73-95en
dc.identifier.issn1835-517Xen
dc.identifier.urihttps://hdl.handle.net/1959.11/13131en
dc.description.abstractMiddle 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.en
dc.languageenen
dc.publisherSocial Science Pressen
dc.relation.ispartofAustralian Journal of Teacher Educationen
dc.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 Schoolingen
dc.typeJournal Articleen
dc.identifier.doi10.14221/ajte.2012v37n6.6en
dcterms.accessRightsGreenen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
dc.subject.keywordsEnglish and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
dc.subject.keywordsScience, Technology and Engineering Curriculum and Pedagogyen
local.contributor.firstnameAnne-Marieen
local.subject.for2008130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
local.subject.for2008130212 Science, Technology and Engineering Curriculum and Pedagogyen
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.seo2008930201 Pedagogyen
local.subject.seo2008930302 Syllabus and Curriculum Developmenten
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailamorga23@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20130729-092041en
local.publisher.placeAustraliaen
local.identifier.runningnumberArticle 6en
local.format.startpage73en
local.format.endpage95en
local.peerreviewedYesen
local.identifier.volume37en
local.identifier.issue6en
local.title.subtitleResponding to a Small Network Survey to Assist Teachers with Subject-Specific Literacy Demands in the Middle Years of Schoolingen
local.access.fulltextYesen
local.contributor.lastnameMorganen
dc.identifier.staffune-id:amorga23en
local.profile.orcid0000-0001-9486-5555en
local.profile.roleauthoren
local.identifier.unepublicationidune:13342en
dc.identifier.academiclevelAcademicen
local.title.maintitle"Me as a Science Teacher"en
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.grantdescriptionARC/LP0990692en
local.description.statisticsepubsVisitors: 226<br />Views: 232<br />Downloads: 1en
local.search.authorMorgan, Anne-Marieen
Appears in Collections:Journal Article
School of Education
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