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Creating Effective Science Teachers in the UK

Publication Date
  • Q Science (General)
  • Lb Theory And Practice Of Education
  • Lb1603 Secondary Education. High Schools
  • Lb2300 Higher Education
  • L Education (General)
  • Design
  • Education


Creating Effective Science Teachers in the UK Linda Scott and Sue Howarth * Creating Effective Science Teachers in the UK Linda Scott and Sue Howarth TEAN/University of Aston18th May 2012 * Creating Effective Science Teachers in the UK * AIM To share some of the innovative ideas that we have integrated into our PGCE Course for Science trainee teachers at the University of Worcester We believe that these practices have increased our trainees’ employability will improve their future practice as qualified teachers Many of these ideas could work across other disciplines and in other postgraduate training courses * Today’s presentation is based on growing evidence that past students are quickly *‘making an impact’ in their early years of teaching our use of Appreciative Inquiry to examining our current practice in structuring our PGCE Science Course * e.g. gain rapid promotion to positions of responsibility such as subject leaders, STEM Leaders, PGCE mentors * Jo Moules Science Consultant Chair of West Midlands region of the National Advisors and Inspectors Group for Science (NAIGS) “In my role as Science Consultant I work with colleagues at all stages of their professional development, from NQTs through to Senior Leaders. In my experience the student teachers and NQTs we receive from the The University of Worcester are some of the best prepared that I have the pleasure to work with. They have a depth of understanding and knowledge that really supports them in the early part of their professional lives and seeing the universities name on an application or reference tells me I’m going to see someone special” * ‘Appreciative Inquiry’ (AI) AI aims to identify good practice, design effective development plans, and ensure implementation. It focuses the research process around what works, rather than trying to fix what does not. AI therefore presents an alternative to the problem-solving approach underpinning action r

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