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From theoretical explanation to practical application: Coteaching in a pre-service primary physics course
Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).ORCID iD: 0000-0001-5283-7038
2010 (English)In: Coteaching in International Contexts: Research and practice / [ed] Colette Murphy & Kathryn Scantlebury, Dordrecht: Springer, 2010, 219-239 p.Chapter in book (Refereed)
Abstract [en]

This chapter focuses on the use of coteaching between a physics specialist and a primary science teacher in order to promote more practical and [for primary teaching] more relevant pre-service teaching. The chapter reports on a project based on an eight weeks pre-service physics course in which a university physics teacher (associate professor) and a primary science teacher cotaught a group of primary science student teachers as they worked on practical experiments and problem-solving skills in physics. The student teachers were video recorded during experimental workshops in order to follow their activities and discussions during the experiments. All the experimental workshops were followed up with a seminar, where the physics teacher and the primary science teacher watched the video recording with the student teachers in order to reflect on how concepts were communicated. During these seminars the main role of the physics teacher was to explain difficult concepts and phenomena for the student teachers, and the primary teacher connected those explanations to a context of primary school teaching. The interaction between the physics teacher and the primary teacher at the seminars was tape-recorded for further analysis. After the eight weeks of coursework the physicist and the primary teacher were interviewed in order to study what they learned from the coteaching during the seminars. Five of the student teachers were interviewed in order to examine how they perceived the coteaching and how it influenced (or not) their attitudes towards and learning of physics. The results provide insight into the effectiveness of coteaching in a university pre-service physics course as a way to enhance a more applicable science teaching and learning.

Place, publisher, year, edition, pages
Dordrecht: Springer, 2010. 219-239 p.
Series
Cultural studies of science education, ISSN 1879-7229 ; 1
Keyword [en]
coteaching, physics, science, student teacher
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-14109DOI: 10.1007/978-90-481-3707-7ISBN: 9789048137060 (print)ISBN: 9048137063 (print)ISBN: 9048137071 (print)ISBN: 9789048137077 (print)OAI: oai:DiVA.org:hh-14109DiVA: diva2:386663
Available from: 2011-01-13 Created: 2011-01-13 Last updated: 2017-07-20Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
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More languages
Output format
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