•  
  •  
 

DOI

10.14221/ajte.2012v37n3.1

Abstract

This paper reports on a partnership approach preparing pre-service primary teachers to teach science. Partnerships involving pre-service teachers and volunteer in-service colleagues were formed to teach science in the classroom of the colleague, with support from the science education lecturer. Each pre-service teacher collaboratively planned and delivered a sequence of at least six science lessons over six weeks.

An earlier paper reported on how the program affected the confidence of the pre-service teachers. Over three iterations, 61 in-service teachers from 23 local schools participated.

In this paper the data from the colleague teachers and principals who participated is explored. The evidence indicates that the principals valued the program as an opportunity to improve science in their schools and as science professional development for their staff. The in-service teachers were positive and results show that the triadic partnerships offered professional development that addresses common barriers to teaching science in primary schools.

Share

Article Location

 
COinS

Link to publisher version (DOI)

10.14221/ajte.2012v37n3.1