Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408508
Title: How does the pattern of engagement of new teachers with the content of primary science develop over their first three years of teaching?
Author: Khwaja, Christine
ISNI:       0000 0001 3598 8985
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2004
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Abstract:
This longitudinal study explores the patterns of primary teachers' engagement with science in science lessons in their first three years of teaching. There was little significant change in the patterns over time. The teachers' patterns of engagement were charted qualitatively using an Engagement Schedule developed during the main study. Case studies were used to show the participants' patterns of engagement with science over time and to report the factors that may have contributed to their patterns of engagement. Teacher types were identified for each participant; these showed that there was little change in the participants' teaching approaches over time. Another outcome of the research was the discussion of 'critical moments' in science lessons, where a small change in the teaching, could tum negative Aspects of engagement into positive ones. These 'critical moments' and the 'Engagement Schedule' are already proving to be useful tools for initial teacher education
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.408508  DOI: Not available
Keywords: null Science teachers Employment Great Britain. Science teachers Training of Great Britain. Primary school teachers Employment Great Britain. Primary school teachers Training of Great Britain.
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