Periódico: International
Journal of Science Education
Publicação: Volume 34, Number 12, 03 July 2012,
pp. 1883 - 1908
Título do artigo: Influencing Intended Teaching Practice:
Exploring pre-service teachers’ perceptions of science teaching resources
Abstract
Many researchers have identified and
expressed concern over the state of science education internationally, but
primary teachers face particular obstacles when teaching science due to their
poor science background and low confidence with science. Research has suggested
that exemplary resources, or units that work, may be an effective way to
support primary teachers. This study explores the effect of one such resource
on the intentions of pre-service primary teachers to teach science. The
resource in question is Primary Connections, a series of learning resources
produced by the Australian Academy of Science specifically designed for primary
science. Evaluative studies of Primary Connections have indicated its efficacy
with practising primary teachers but there is little evidence of its impact
upon pre-service teachers. The purpose of this study was to investigate how
effective these quality teaching resources were in influencing the intentions
of primary pre-service teachers to teach science after they graduated. The
theory of planned behaviour highlighted the linkage between the
intentions of the pre-service teachers to teach science, and their awareness of
and experiences with using Primary Connections during their education studies.
This enabled key factors to be identified which influenced the intentions of
the pre-service teachers to use Primary Connections to teach science after they
graduate. The study also provided evidence of how quality science teaching
resources can be effectively embedded in a teacher education programme as a means
of encouraging and supporting pre-service teachers to teach science.
Keywords
Pre-service teacher training, Primary science, PCK, Theory of planned behaviour, Units that work, Primary Connections
