Building and sustaining a learning culture in pre-initial teacher training

Chapman, Jasmine and MacBlain, Sean (2010) Building and sustaining a learning culture in pre-initial teacher training. Critical and Reflective Practice in Education, 2. ISSN 2040-4735

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Abstract

The teaching and learning of science in many schools follows traditional lines, which has lead to many pupils view science as a “dry” subject area, lacking in creativity and interest. In responding to this situation a number of tutors at University College Plymouth St. Mark & St. John (UCP Marjon) sought funding from the Teacher Development Agency (TDA) in 2007 to set up a chemistry Subject Knowledge Enhancement (SKE) course (now known as the UCP Marjon ChEC course). Their rationale was to explore ways in which graduate students (without degrees in Chemistry) who were considering taking a Postgraduate Certificate in Education to enter teaching as science teachers could be introduced to new and creative ways of teaching Chemistry. SKE courses have been funded by the Teacher Development Agency (TDA) to meet shortages in recruitment of maths and physical science teachers. This paper offers an overview of the UCP Marjon ChEC course, how it was set up and an evaluation of its impact on students.

Item Type: Article
Keywords: Chemistry problems, image, recruitment & retention of physical scientists, enhancement courses
Depositing User: Ms Raisa Burton
Date Deposited: 22 Jul 2020 13:01
Last Modified: 22 Jul 2020 13:01
URI: http://marjon.repository.guildhe.ac.uk/id/eprint/17585

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