Results from a survey of a local cohort of newly qualified Danish science teachers before they began their first jobs in primary and lower secondary schools (n=110) show a need for continual Professional Development (PD). The results highlight two main areas of concern based on the newly qualified teachers´ reflections on scenarios of science teaching, their considerations about themselves as future science teachers etc. These include a tendency for the teachers to limit Inquiry Based Science Teaching to activity driven science, which suggests there is a need both in in-service PD and pre-service training , which suggests there is a need both in in-service PD and pre-service training to nudge the teachers away from science activities for motivation alone and towards students‘ learning and how they may become scientifically literate‘. Furthermore the results suggest that beliefs held by the teachers about their own subject matter knowledge may, for a large subgroup in the cohort, affect how the teachers‘ approach the physics content when teaching primary Science & Technology (grade 1-6 in the Danish schools). Beside this the cohort can be divided into subgroups with great variation in strengths and weaknesses when it comes to being agents in contemporary science teaching. This description of subgroups may be an analytical tool when planning school based PD.
Xiv Ioste Symposium, Bled,slovenia, June 13. - 18. 2010 Socio-cultural and Human Values in Science and Technology Education, 2010, p. 739-750
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XIV IOSTE Symposium, Bled, Socio-cultural and Human Values in Science and Technology Education, 2010
Institute for Innovation and Development of University of Ljubljana