Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26311
Title: Embedding Collaborative Enhancement and Reflection in Science and Mathematics Initial Teacher Education Programs
Contributor(s): Whannell, Robert  (author)orcid ; Woolcott, Geoff (author); Marshman, Margaret (author); Galligan, Linda (author); Pfeiffer, Linda (author); Wines, Chris (author)
Publication Date: 2018-11
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/26311
Open Access Link: https://stem-in-ed2018.com.au/wp-content/uploads/2019/01/5th-International-STEM-in-Education-Post-Conference-Proceedings-2018.pdfOpen Access Link
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
Socio-Economic Objective (SEO) 2020: undefined
Publication Type: Conference Publication
Conference Details: 5th International STEM in Education Conference, Brisbane, Australia, 21st - 23rd November, 2018
Source of Publication: Integrated Education for the Real World, p. 451-457
Publisher: Queensland University of Technology
Place of Publication: Brisbane, Australia
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
Other Links: https://stem-in-ed2018.com.au/proceedings-2/
English Abstract: This paper reports the findings from the initial embedding of a process of enhancement and reflection in pre-service teacher (PST) science and mathematics methods units and the influence the process has had on PST confidence. The focus of the embedding was to enhance, through collaboration with practicing mathematicians and scientists, the capacity of PSTs to use local contexts to create situated learning opportunities for their students that would include enhanced scientific/mathematical thinking requirements. The embedding also included a reflective process to enhance PST understanding of the emotional experience of teaching as a means of supporting their sense of confidence and identity. While there were some shortcomings reported by students in the complexity of the process, positive outcomes were reported for both enhanced mathematics and scientific thinking and in PST confidence through reflection.
Appears in Collections:Conference Publication
School of Education

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