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Initial teacher education guideline for teacher educators in inquiry‐based science teaching

Mcnally, James and Blake, Allan (2010) Initial teacher education guideline for teacher educators in inquiry‐based science teaching. [Report]

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Abstract

This guideline comprises a set of arguments in support of Inquiry‐based Science Teaching, supported by a number of references, apposite quotes and exploratory small‐scale research. The intention is that the guideline will serve as a realistic pedagogy for beginning teachers of science in courses of Initial Teacher Education that, with some experience of teaching and support from tutors at school and university, it can help them to develop a disposition that favours opportunities for pupils to engage in inquiry in one way or another. The text of the guideline will also form the basis of a website that will have a range of links to, for example, video examples of inquiry in action, published papers from research, policy and practice and other sources of advice and ideas.

Item type: Report
ID code: 31902
Keywords: teacher education, science curriculum, Curriculum
Subjects: Education > Theory and practice of education > Curriculum
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Pure Administrator
Date deposited: 13 Jul 2011 09:37
Last modified: 11 Apr 2019 01:35
Related URLs:
URI: https://strathprints.strath.ac.uk/id/eprint/31902
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