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Developing an instrument to examine preservice teachers' pedagogical development

Hudson, Peter B. & Ginns, Ian S. (2007) Developing an instrument to examine preservice teachers' pedagogical development. Journal of Science Teacher Education, 18(6), pp. 885-899.

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Abstract

National and international reform documents have forged blueprints for advancing science education. Coursework for preservice teachers needs to correspond to these documents by providing learning experiences that develop preservice teachers' capabilities to plan and implement reform measures. Using a pretest–posttest design, responses from 59 2nd-year preservice teachers from the same university were compared after involvement in an elementary science pedagogy coursework. The survey, which was linked to the course outcomes (constructs) and multiple indicators, measured the preservice teachers' perceptions of their development towards becoming elementary science teachers. A pretest–posttest survey linked to course outcomes can be employed to assess perceived pedagogical development of preservice teachers, which can inform further teaching practices for implementing science education reform agendas.

Impact and interest:

6 citations in Scopus
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ID Code: 14896
Item Type: Journal Article
DOI: 10.1007/s10972-007-9068-1
ISSN: 1573-1847
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 Springer
Copyright Statement: The original publication is available at SpringerLink http://www.springerlink.com
Deposited On: 17 Sep 2008
Last Modified: 25 Mar 2013 18:08

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