August 1st, 2011 | RESEARCH
Previous research studies have found that many new teachers feel inadequately prepared to teach science (cf. Kelly, 2000). This situation may be attributable to a number of factors, although the nature of teacher preparation courses is clearly significant. This research describes a teaching training initiative in which teacher candidates are engaged in internships in an afterschool programme. The findings, comprising the teacher candidates’ drawings and interviews, indicate that the experience positively influenced the participants’ professional identity development as science teachers.
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Team Members
Heather King, Author, King’s College LondonRelated URLs
Tags
Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: Ecology | forestry | agriculture | Education and learning science
Resource Type: Research Brief