This article reports on a qualitative evaluation of the Science in Schools program; a suite of science based activities delivered by staff of a regional university campus and designed to provide professional development for science teachers working in non-metropolitan schools in a socioeconomically disadvantaged region of Australia. The research identified a range of issues including: the influence of socioeconomic disadvantage and rurality on teachers’ professional learning needs, and the importance of subject specific discourse communities and content knowledge for new and out-of-field teachers. Implications for the design and implementation of school-university partnerships are discussed.
Sheehan, G. R.,
& Mosse, J.
Working with Science Teachers to Transform the Opportunity Landscape for Regional and Rural Youth: A Qualitative Evaluation of the Science in Schools Program.
Australian Journal of Teacher Education, 38(1).