Working with science teachers to transform the opportunity landscape for regional and rural youth: a qualitative evaluation of the science in schools program

Grania Rachael Sheehan, Jennifer Anne Mosse

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    This article reports on a qualitative evaluation of the Science in Schools program; a suite of science based activities delivered by staff of a regional university campus and designed to provide professional development for science teachers working in non-metropolitan schools in a socioeconomically disadvantaged region of Australia. The research identified a range of issues including: the influence of socioeconomic disadvantage and rurality on teachers' professional learning needs, and the importance of subject specific discourse communities and content knowledge for new and out-of-field teachers. Implications for the design and implementation of school-university partnerships are discussed.

    Original languageEnglish
    Pages (from-to)75-96
    Number of pages22
    JournalAustralian Journal of Teacher Education
    Issue number1
    Publication statusPublished - 2013

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