Developing an instrument to examine preservice teachers' pedagogical development
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.
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|Item Type:||Journal Article|
|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
|Deposited On:||17 Sep 2008 00:00|
|Last Modified:||29 Nov 2016 02:08|
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