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What do we need to learn?: Student Teachers´ Teaching Concerns for Learning to Teach Primary Science
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
2008 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Teaching is a complex undertaking and often requires managing unforeseen circumstances, unexpected situations and difficult dilemmas. This paper reports on an empirical study of 22 primary science student teachers’ planning, conducting and evaluating a science lesson with students aged 4-11. The aim of the study was to empirically illustrate how student teachers through reflecting on incidents within the process of planning, conducting and evaluating their first primary science lesson, perceive teaching concerns relevant for their future practice. The critical incidents were identified as situations within the teaching context that put the student teachers “on the spot” – leading to a revision of their immediate feelings, their planned teaching and of their understandings of science.

Place, publisher, year, edition, pages
2008.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-16713OAI: oai:DiVA.org:hh-16713DiVA: diva2:464508
Conference
American Education Research Association (AERA)Annual Meeting 2008: Research on Schools, Neighborhoods and Communities, New York, NY
Available from: 2011-12-13 Created: 2011-12-13 Last updated: 2017-07-20Bibliographically approved

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Nilsson, Pernilla
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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
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Output format
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