Trainee teachers’ perceptions of the Nature of Science and implications for pre-service teacher training in England

Article


Amrane-Cooper, Linda and Gobalek, Charles 2011. Trainee teachers’ perceptions of the Nature of Science and implications for pre-service teacher training in England. Research in Teacher Education. 1 (2), pp. 9-13. https://doi.org/10.15123/uel.86046
AuthorsAmrane-Cooper, Linda and Gobalek, Charles
Abstract

This paper is an English perspective on the
Liang study (2006) into educational contexts for
schooling in science; the linkage between teachers’
understanding of the Nature of Science (NoS) and
their effectiveness as educators. The work reflects on
the basic training received by pre-service teachers in
secondary science at the University of London (UEL),
and a number of interventions introduced to enhance
their awareness and discrimination of NoS. The study
is a three-year longitudinal design and intended
to probe trainee teachers’ perceptions of NoS. It
explores how these notions may be affected by the
training experienced in both the university and school
placement in the context of the new Science National
Curriculum for Schools (England).

Keywordsteacher training; nature of science
JournalResearch in Teacher Education
Research in Secondary Teacher Education
Journal citation1 (2), pp. 9-13
ISSN2047-3818
Year2011
PublisherThe School of Education and Communities, University of East London
Publisher's version
License
CC BY-ND
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.86046
Web address (URL)http://hdl.handle.net/10552/1411
Publication dates
PrintOct 2011
Publication process dates
Deposited12 Dec 2011
Additional information

Citation:
Gobalek, C. and Amrane-Cooper, L. (2011) ‘Trainee teachers’ perceptions of the Nature of Science and implications for pre-service teacher training in England’ Research in Secondary Teacher Education, 1(2), pp. 9-13..

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