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    Science Teacher Education in Australia: Initiatives and Challenges to Improve the Quality of Teaching

    226612_226612.pdf (152.5Kb)
    Access Status
    Open access
    Authors
    Treagust, David
    Won, Mihye
    Petersen, J.
    Wynne, G.
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Treagust, D. and Won, M. and Petersen, J. and Wynne, G. 2015. Science Teacher Education in Australia: Initiatives and Challenges to Improve the Quality of Teaching. Journal of Science Teacher Education. 26: pp. 81-98.
    Source Title
    Journal of Science Teacher Education
    DOI
    10.1007/s10972-014-9410-3
    ISSN
    1046-560X
    School
    Science and Mathematics Education Centre (SMEC)
    Remarks

    The final publication is available at Springer via http://doi.org/10.1007/s10972-014-9410-3

    URI
    http://hdl.handle.net/20.500.11937/9578
    Collection
    • Curtin Research Publications
    Abstract

    In this article, we describe how teachers in the Australian school system are educated to teach science and the different qualifications that teachers need to enter the profession. The latest comparisons of Australian students in international science assessments have brought about various accountability measures to improve the quality of science teachers at all levels. We discuss the issues and implications of government initiatives in preservice and early career teacher education programs, such as the implementation of national science curriculum, the stricter entry requirements to teacher education programs, an alternative pathway to teaching and the measure of effectiveness of teacher education programs. The politicized discussion and initiatives to improve the quality of science teacher education in Australia are still unfolding as we write in 2014.

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