Teacher quality in upper secondary science education in Australia
Contribuinte(s) |
Vlaardingerbroek, Barend Taylor, Neil |
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Data(s) |
2016
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Resumo |
Science education has been the subject of increasing public interest over the last few years. While a good part of this attention has been due to the fundamental reshaping of school curricula and teacher professional standards currently underway, there has been a heightened level of critical media commentary about the state of science education in schools and science teacher education in universities. In some cases, the commentary has been informed by sound evidence and balanced perspectives. More recently, however, a greater degree of ignorance and misrepresentation has crept into the discourse. This chapter provides background on the history and status of science teacher education in Australia, along with insights into recent developments and challenges. |
Formato |
application/pdf |
Identificador | |
Publicador |
Palgrave Macmillan |
Relação |
http://eprints.qut.edu.au/94805/1/Teacher%20Quality%20in%20Upper%20Secondary%20Science%20Education%20in%20Australia_Lyons.pdf http://www.palgravemacmillan.com.au/palgrave/onix/isbn/9781137490889 DOI:10.1057/9781137490896 Lyons, Terry (2016) Teacher quality in upper secondary science education in Australia. In Vlaardingerbroek, Barend & Taylor, Neil (Eds.) Teacher Quality in Upper Secondary Science Education: International Perspectives. Palgrave Macmillan, New York, pp. 7-23. |
Direitos |
Copyright 2016 Palgrave Macmillan |
Fonte |
School of Curriculum; Faculty of Education |
Palavras-Chave | #130106 Secondary Education #130313 Teacher Education and Professional Development of Educators #Science teachers #Teacher quality #International comparisons |
Tipo |
Book Chapter |