•  
  •  
 

DOI

10.14221/ajte.2013v38n1.3

Abstract

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.

Share

Article Location

 
COinS

Link to publisher version (DOI)

10.14221/ajte.2013v38n1.3