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Changing the Subject: Retraining Teachers to Teach Science

Changing the Subject: Retraining Teachers to Teach Science This paper reports the experiences of teachers involved in a novel retraining scheme designed to meet a short-term crisis in numbers of teachers of physics. Teachers trained in other subject areas underwent an intensive six-month training in physics and were then placed in schools. During the first year of teaching some support for ongoing learning in science was provided. A study of these teachers' experiences found they lacked content knowledge in areas of the curriculum other than physics and were unprepared for the reality of the science classroom. Their existing classroom management skills were of only limited value in the new context. For those graduates who were supported by experienced staff in schools, the transition to science teaching was hard but ultimately worthwhile. For some, whose qualifications to teach science were never accepted by their peers, retraining was a bitter experience. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Research in Science Education Springer Journals

Changing the Subject: Retraining Teachers to Teach Science

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References (30)

Publisher
Springer Journals
Copyright
Copyright © 2006 by Springer Science + Business Media B.V.
Subject
Education; Science Education; Education, general
ISSN
0157-244X
eISSN
1573-1898
DOI
10.1007/s11165-006-9019-4
Publisher site
See Article on Publisher Site

Abstract

This paper reports the experiences of teachers involved in a novel retraining scheme designed to meet a short-term crisis in numbers of teachers of physics. Teachers trained in other subject areas underwent an intensive six-month training in physics and were then placed in schools. During the first year of teaching some support for ongoing learning in science was provided. A study of these teachers' experiences found they lacked content knowledge in areas of the curriculum other than physics and were unprepared for the reality of the science classroom. Their existing classroom management skills were of only limited value in the new context. For those graduates who were supported by experienced staff in schools, the transition to science teaching was hard but ultimately worthwhile. For some, whose qualifications to teach science were never accepted by their peers, retraining was a bitter experience.

Journal

Research in Science Education – Springer Journals

Published: Jun 28, 2006

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