Primary teacher educators’ practices in and perspectives on inquiry-based science education: insights into the Australian landscape

Fitzgerald, A; Pressick-Kilborn, K; Mills, R

Primary teacher educators’ practices in and perspectives on inquiry-based science education: insights into the Australian landscape

Fitzgerald, A Pressick-Kilborn, K

Mills, R

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Publisher:: Informa UK Limited
Publication Type:: Journal Article
Citation:: Education 3-13, 2021, 49, (3), pp. 344-356
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Fitzgerald, A
dc.contributor.author	Pressick-Kilborn, K https://orcid.org/0000-0003-1662-7038
dc.contributor.author	Mills, R
dc.date.accessioned	2021-11-08T04:56:11Z
dc.date.available	2021-11-08T04:56:11Z
dc.date.issued	2021-01-01
dc.identifier.citation	Education 3-13, 2021, 49, (3), pp. 344-356
dc.identifier.issn	0300-4279
dc.identifier.issn	1475-7575
dc.identifier.uri	http://hdl.handle.net/10453/151384
dc.description.abstract	Initial teacher education (ITE) providers prepare graduates to be effective classroom practitioners, but there is little contemporary research capturing what this preparation actually looks like for primary (elementary) science education in Australia. Drawing on a broader study, this paper reports on teacher educators’ practices and perspectives about inquiry-based science education using questionnaire and interview data. The findings unpack five themes that make sense of how inquiry-based science education is understood and enacted in ITE. Implications are discussed in the form of ‘tensions’ for both inquiry-based science teaching and learning with recommendations for navigating these tensions suggested.
dc.language	en
dc.publisher	Informa UK Limited
dc.relation.ispartof	Education 3-13
dc.relation.isbasedon	10.1080/03004279.2020.1854962
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1302 Curriculum and Pedagogy
dc.title	Primary teacher educators’ practices in and perspectives on inquiry-based science education: insights into the Australian landscape
dc.type	Journal Article
utslib.citation.volume	49
utslib.for	1301 Education Systems
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access	*
dc.date.updated	2021-11-08T04:56:10Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	49
utslib.citation.issue	3

Abstract:

Initial teacher education (ITE) providers prepare graduates to be effective classroom practitioners, but there is little contemporary research capturing what this preparation actually looks like for primary (elementary) science education in Australia. Drawing on a broader study, this paper reports on teacher educators’ practices and perspectives about inquiry-based science education using questionnaire and interview data. The findings unpack five themes that make sense of how inquiry-based science education is understood and enacted in ITE. Implications are discussed in the form of ‘tensions’ for both inquiry-based science teaching and learning with recommendations for navigating these tensions suggested.

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http://hdl.handle.net/10453/151384