Becoming a science teacher: First year teachers' approaches to learning about teaching

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Abstract

This paper discusses some of the issues arising from the first year of a longitudinal study into the career development of science teachers. It deals with the influences on, and approaches to, teaching by first year science teachers. Eighteen science graduates who had completed a Diploma in Education in 1990, were interviewed about their first year's teaching experiences. The participants explored issues ranging from the influences on their approach to teaching, student learning, determinants of a good lesson, the role of pre-service teacher training, and teaching as a career.

Original languageEnglish
Pages (from-to)273-282
Number of pages10
JournalResearch in Science Education
Volume22
Issue number1
DOIs
Publication statusPublished - 1 Dec 1992

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