Students' estimates of knowledge gained as measures of the quality of teacher education

Peter Fensham, Kathiravelu Navaratnam, Warren Jones, Leo West

    Research output: Contribution to journalArticleResearchpeer-review

    5 Citations (Scopus)


    One set of measures of the quality of courses for the preparation of science teachers stems from the perceptions exit students have of their knowledge with respect to that teaching. The Discipline Review of Teacher Education in Mathematics and Science surveyed these students late in 1988 on three broad types of knowledge-science content knowledge, curriculum knowledge, and pedagogical knowledge. Some of these findings of the Review are described. In addition, the base for developing items to measure these three types of knowledge is discussed in this paper. The variety in the data that emerged is also presented and the consistency of the findings with other measures of quality is described.

    Original languageEnglish
    Pages (from-to)80-89
    Number of pages10
    JournalResearch in Science Education
    Issue number1
    Publication statusPublished - 1 Dec 1991

    Cite this