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Assessment & Evaluation in Higher Education Volume 22, 1997 - Issue 1
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Original Articles

Becoming Science Teachers: an evaluation of the initial stages of primary teacher training

Joan Parker Manchester Metropolitan University, Manchester, UKCorrespondence[email protected]
&
Elaine Spink Manchester Metropolitan University, Manchester, UKCorrespondence[email protected]
Pages 17-31 | Published online: 28 Jul 2006

Citations (15)

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Read on this site (8)

Jenny Byrne, Willeke Rietdijk & Sue Cheek. (2016) Enquiry-based science in the infant classroom: ‘letting go’. International Journal of Early Years Education 24:2, pages 206-223.
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John G. Sharp, Rebecca Hopkin & Brian Lewthwaite. (2011) Teacher Perceptions of Science in the National Curriculum: Findings from an application of the Science Curriculum Implementation Questionnaire in English primary schools. International Journal of Science Education 33:17, pages 2407-2436.
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A. Thurston, D. Christie, C. J. Howe, A. Tolmie & K. J. Topping. (2008) Effects of continuing professional development on group work practices in Scottish primary schools. Journal of In-Service Education 34:3, pages 263-282.
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DavidS. Heywood. (2007) Problematizing science subject matter knowledge as a legitimate enterprise in primary teacher education. Cambridge Journal of Education 37:4, pages 519-542.
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Fionnuala Waldron, Susan Pike, Janet Varley, Colette Murphy & Richard Greenwood. (2007) Student teachers’ prior experiences of history, geography and science: initial findings of an all-Ireland survey1 . Irish Educational Studies 26:2, pages 177-194.
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Joan Parker. (2006) Exploring the Impact of Varying Degrees of Cognitive Conflict in the Generation of both Subject and Pedagogical Knowledge as Primary Trainee Teachers Learn about Shadow Formation. International Journal of Science Education 28:13, pages 1545-1577.
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Diana C. Rice & Anita Roychoudhury. (2003) Preparing More Confident Preservice Elementary Science Teachers: One Elementary Science Methods Teacher's Self-Study. Journal of Science Teacher Education 14:2, pages 97-126.
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Carmen Pozo-Muñoz, Enrique Rebolloso-Pacheco & Baltasar Fernández-Ramírez. (2000) The 'Ideal Teacher'. Implications for student evaluation of teacher effectiveness. Assessment & Evaluation in Higher Education 25:3, pages 253-263.
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Articles from other publishers (7)

Vincentas Lamanauskas. (2009) NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: THE CONTEXT OF SCI-ENTIFIC RESEARCH. GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6:2, pages 4-11.
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David Heywood & Joan ParkerDavid Heywood & Joan Parker. 2010. The Pedagogy of Physical Science. The Pedagogy of Physical Science 113 137 .
Haim Eshach & Michael N. Fried. (2005) Should Science be Taught in Early Childhood?. Journal of Science Education and Technology 14:3, pages 315-336.
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Joan Parker. (2013) The synthesis of subject and pedagogy for effective learning and teaching in primary science education. British Educational Research Journal 30:6, pages 819-839.
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Thomas C. Cooper. (2008) How Foreign Language Teachers in Georgia Evaluate their Professional Preparation: A Call for Action. Foreign Language Annals 37:1, pages 37-48.
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William W. Cobern & Cathleen C. Loving. (2002) Investigation of preservice elementary teachers' thinking about science. Journal of Research in Science Teaching 39:10, pages 1016-1031.
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Brenda Keogh, Stuart Naylor, Max de Boo & Rosemary Feasey. 2001. Research in Science Education - Past, Present, and Future. Research in Science Education - Past, Present, and Future 137 142 .

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