Out in the field: examining the role of school-based experiences in preparing primary pre-service teachers as confident and competent teachers of science

At a basic level, it makes sense to involve pre-service teachers in school-based experiences (SBE) as a way of preparing them for the teaching profession. Little is known, however, about how SBEs might prepare pre-service teachers as future teachers of particular learning areas. The purpose of this study was to explore the impacts and highlight the implications of school-based experiences on primary pre-service teachers’ confidence and competence in relation to the learning and teaching of science. Detailed questionnaires were completed by 146 primary pre-service teachers enrolled in a science education curriculum and pedagogy unit. In making further sense of this snapshot, 18 pre-service teachers participated in focus group interviews to share their insights. Key findings revealed that SBEs have an important role to play in breaking down barriers to the formation of a science learner/teacher identity and provide a lived experience of science learning/teaching that is ultimately critical in empowering primary pre-service teachers to teach science. Overall this project clarified the value of incorporating SBE into teacher education, particularly in relation to the learning area of science, but raised questions about this approach could be innovated to ensure equity and accessibility for pre-service teachers regardless of mode of study

Exploring ‘Next Practice’: Principals’ Perceptions of Graduate Skills and Attributes for Future Classrooms

The phrase ‘next practice’ was coined to indicate a shift from the notion of best practice to thinking more broadly about the needs of future learners and the ways in which teaching practice might align to support these needs. In understanding what next practice means for the classroom, this study was particularly interested in examining how initial teacher education (ITE) could respond through their graduate preparation. The presented data presented is derived from an Australian small-scale qualitative study that sought to explore principals’ perceptions of graduate skills and attributes for future classrooms which captured the perspectives of six primary and secondary school principals using in-depth interviews. Emerging from these subsequent narratives were seven themes that could be clustered around areas such as affective attributes, pedagogical considerations and personal wellbeing. In providing insights into the skills and attributes required by future teachers, this work raises questions how ITE providers might respond

Interventions designed to reduce implicit prejudices and implicit stereotypes in real world contexts: a systematic review

Background Implicit biases are present in the general population and among professionals in various domains, where they can lead to discrimination. Many interventions are used to reduce implicit bias. However, uncertainties remain as to their effectiveness. Methods We conducted a systematic review by searching ERIC, PUBMED and PSYCHINFO for peer-reviewed studies conducted on adults between May 2005 and April 2015, testing interventions designed to reduce implicit bias, with results measured using the Implicit Association Test (IAT) or sufficiently similar methods. Results 30 articles were identified as eligible. Some techniques, such as engaging with others’ perspective, appear unfruitful, at least in short term implicit bias reduction, while other techniques, such as exposure to counterstereotypical exemplars, are more promising. Robust data is lacking for many of these interventions. Conclusions Caution is thus advised when it comes to programs aiming at reducing biases. This does not weaken the case for implementing widespread structural and institutional changes that are multiply justified

Science that Matters: Exploring Science Learning and Teaching in Primary Schools

To help support primary school students to better understand why science matters, teachers must first be supported to teach science in ways that matter. In moving to this point, this paper identifies the dilemmas and tensions primary school teachers face in the teaching of science. The balance is then readdressed through a research-based examination of some of the components underpinning quality science learning and teaching practices. Stories of teachers reshaping their science teaching to enable practical applications of these elements in future practice are shared to illustrate what is possible.

What teachers’ want: supporting primary school teachers in teaching science

Impending change can provide us with the opportunity to rethink and renew the things that we do. The first phase of the Australian Curriculum implementation offers primary school teachers the chance to examine their approaches to science learning and teaching. This paper focuses on the perceptions of three primary school teachers regarding what support is required to foster science teaching in primary classrooms. In acknowledging these voices, implications for science teaching practice and leadership are proposed and positive actions to encourage change are identified

Nurturing quality science learning and teaching: the impact of a reading group

Teachers are key to the delivery of quality science education experiences in Australian classrooms. In achieving this, there is a need for teachers to be better supported in thinking reflexively and critically about their practice. The Centre for [de-identified] at [de-identified] University took action to address this need by forming a reading group to encourage interested teachers of science from primary and secondary schools to meet regularly to discuss relevant journal articles and implications for their practice. This paper explores how forming a community of practice around a reading group impacted on participants’ approaches to science learning and teaching

The dilemmas inherent in curriculum design: Unpacking the lived experiences of Australian teacher educators

Teacher educators often find themselves squeezed between enacting a continually shifting teacher education reform policy, increasing standardisation and more strident accountability measures on the one hand. Balanced with best trying to meet the needs of an increasingly diverse student population, different community settings and a profession that is well prepared for current and future challenges. In this paper, three teacher educators use narrative inquiry to interrogate these dilemmas and the way they play out in teacher education curriculum design work. The stories told are analysed and three themes of contexts, currency and connection are identified. A number of pro-active strategies to help teacher educators take an agentive stance to curriculum planning emerge. The analysis helped reveal a variety of ways teacher educators can use their knowledge of place, policy and working in partnerships to navigate through a highly regulated space

Navigating and negotiating borders: Western pre-service teachers’ experiences of teaching science in a non-western setting

The subculture of science has ‘borders’ that many find difficult to negotiate. These borders become more complex the further understandings of science are from traditional western perspectives. This paper therefore examines the experiences of two western pre-service teachers’ teaching science in a non-western context--the Cook Islands. The lens of ‘border crossing’ has been used to make sense of these teachers’ learning to teach experiences as it provides insights into the ways in which the participants negotiated such crossings over time. This research highlights the importance of recognising the positive interactions and potential for diverse experiences within a cultural context

Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards

A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience

Does a Physical Education Bout Alter Percent Body Fat and the Adiposity Health Risk Classification When Using Leg-to-leg Bioelectrical Impedance Analysis in Girls?

Purpose: The purposes of this investigation were to determine: 1) whether a structured in-school physical education exercise bout altered percent body fat (%BF) determined by leg-to-leg bioelectrical impedance analysis (LBIA); and 2) whether the potential exercise-induced %BF magnitude of change altered the health risk classification of the child. Methods: Seventy-six girls (age: 12.2 ± 1.0 yr; height: 153.9 ± 7.5 cm; body mass: 51.9 ± 15.5 kg; BMI: 21.7 ± 5.4 kg/m2) participated in this investigation. LBIA measured %BF values were obtained immediately before and within five minutes after completing a structured, in-school, physical education class. Results: Significant reductions (p \u3c 0.0001) in mean %BF (25.0 ± 10.2 vs. 24.4 ± 10.3 %) were observed for the group following the physical education class. For the majority of the girls (88%), the %BF alteration was less than ± 2.0 %BF. More specifically, the %BF magnitude of change was ± 1.0 %BF in 64.5% of the girls, between 1.1 and 2.0 %BF in 23.7% of the girls, and by more than 2.0 %BF in 11.8% of the girls. Regardless of the %BF magnitude of change, all girls remained in the same adiposity classification category (healthy vs. unhealthy body fat) following exercise. Conclusion: Adhering to the pre-test exercise guideline appears unnecessary when using LBIA to categorize the health risk of an adolescent girl