Australian Journal of Teacher Education
Abstract
This paper reports on a partnership based approach for preparing pre-service primary teachers to teach science. It involved forming three-way or "triadic" partnerships, consisting of a final year pre-service primary teacher and an in-service colleague, to teach science in the colleague teacher’s classroom, with the support of a teacher-educator. The pre-service teachers had to collaboratively plan, develop and deliver a sequence of science lessons and take major responsibility for teaching a 90 minute science lesson, at least once a week over a six week period. The data was collected during 2007 and 2008. The pre-service teachers kept a reflective journal of their experiences using a process devised to guide and support them. The results indicated improved attitudes to and confidence in teaching science for the pre-service teachers and their in-service colleagues. The results indicate triadic partnership approach may be an effective way to support teacher professional learning in science.
Recommended Citation
Kenny, John
(2009)
"A Partnership Based Approach to Professional Learning: Pre-Service and In-Service Teachers Working Together to Teach Primary Science,"
Australian Journal of Teacher Education: Vol. 34
:
Iss.
6
, Article 1.
DOI: https://doi.org/10.14221/ajte.2009v34n6.1
Available at:
https://ro.ecu.edu.au/ajte/vol34/iss6/1