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Pre-Service Teachers’ Beliefs About Motivating Students To Learn Science, Davis Jean-Baptiste, Damian Maher

Australian Journal of Teacher Education

Motivation in science learning is important, given increasing necessity for scientific and critical literacy. The purpose of this article is to examine secondary science pre-service teachers’ (PSTs) beliefs about motivating students to learn science. A mixed method study was conducted with 73 secondary science PSTs across Australia. A web-based survey and interviews were used to gather data. Turner et al.’s motivation theory (2011) is used as a framework to analyse the data. The findings indicate that the PSTs believed that competence, belongingness, and meaningful learning were factors involved in motivating students. These findings are critical as they are relevant to …

Online Education Practices And Teaching Team Compositions In Australian Preservice Primary Science Education, James Deehan

Australian Journal of Teacher Education

Australian Initial Teacher Education (ITE) has long been marred by instability, scrutiny and high academic workloads. University wide workforce changes and the proliferation of online education require ongoing consideration as these factors have the potential to both enrich ITE and exacerbate existing issues. As subsect of ITE, preservice primary science education faces unique hurdles as establish student-centred, authentic practices have historically been delivered by tenured staff in traditional face-to-face settings. This paper aims to explore online teaching practices and teaching team composition in Australian preservice primary science education via interview and survey data collected from 17 academics in a Type …

Exploring Links Between Pedagogical Knowledge Practices And Student Outcomes In Stem Education For Primary Schools, Peter Hudson, Lyn English, Les Dawes, Donna King, Steve Baker

Australian Journal of Teacher Education

Science, technology, engineering, and mathematics (STEM) education is an emerging initiative in Australia, particularly in primary schools. This qualitative research aimed to understand Year 4 students’ involvement in an integrated STEM education unit that focused on science concepts (e.g., states of matter, testing properties of materials) and mathematics concepts (e.g., 3D shapes and metric measurements) for designing, making and testing a strong and safe medical kit to insulate medicines (ice cubes) at desirable temperatures. Data collection tools included student work samples, photographs, written responses from students and the teacher, and researcher notes. In a post-hoc analysis, a pedagogical knowledge practice …

Changes In Science Teaching Self-Efficacy Among Primary Teacher Education Students, David Palmer, Jeanette Dixon, Jennifer Archer

Australian Journal of Teacher Education

Abstract: Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were preservice primary teachers and data collection was by survey and interview. Self-efficacy increased during the course and the increases were stable after a 10-month delay period. The factors that enhanced self-efficacy were: learning science content, perceptions of learning how to teach science, and teacher enthusiasm.

University-School Partnerships: Pre-Service And In-Service Teachers Working Together To Teach Primary Science., John Daniel Kenny

Australian Journal of Teacher Education

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 …