A project exploring partnerships between universities and primary schools to engage pre-service primary teachers in science teaching and learning
The STEPS project responds to international concern about primary teachers' lack of science knowledge and confidence to teach science, and recent questioning of the effectiveness of traditional approaches to teacher education.
It will review and build on established, innovative and successful practices at five universities, to develop and promote a framework supporting school-based approaches to pre-service teacher education.
The models involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice.
Through critical appraisal of these and similar models, the project will identify key features of the approach and the critical success factors required to establish and maintain strong working relationships with schools and build student capacity.
The principles, framework, and resources together with exemplifying case studies, will be designed and disseminated to promote uptake of these innovative practices in the sector.
This website will document the nature of the project, the emerging Interpretive Framework, principles and resources, case studies, and other project outputs.
Please check back occasionally for updates.
A collaboration between:
- Deakin University,
- RMIT University,
- University of Melbourne,
- Australian Catholic University, and
- University of Tasmania.
For further information:
email Dr Linda Hobbs at firstname.lastname@example.org