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Beginning elementary school teachers and the effective teaching of science

By Ian S. Ginns and James J. Watters


Many factors influence the teaching of science by beginning teachers in elementary schools. They have to confront a myriad of daunting experiences and tasks in their first few weeks at school, and on top of that are expected to teach a comprehensive curriculum including science with its attendant demands for a constructivist approach to teaching and learning, cooperative group work, and reliance on resources. This paper describes the experiences of four beginning teachers as they worked their way through the first year of teaching, with an emphasis on analyzing the influence of these experiences on their planning and implementation of science lessons in the classroom. A theoretical framework of self-efficacy, and related attitudes and motivation to teach science, is used for the analysis. Implications for the design of science education courses within preservice programs, and the development of induction programs for beginning elementary teachers, to ensure teachers’ long term commitment to the effective teaching of science, are discussed in the paper

Topics: 130105 Primary Education (excl. Maori), 130212 Science Technology and Engineering Curriculum and Pedagogy, self efficacy, beginning teachers, elementary school, science education, primary school, case study, science teaching self efficacy
Publisher: Springer
Year: 1999
DOI identifier: 10.1023/A:1009442125203
OAI identifier: oai:eprints.qut.edu.au:1764

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