Teaching out-of-classroom science: implications from the initial teacher training experience

• Autores: Roger Lock, Melissa Glackin
• Localización: School Science Review, ISSN 0036-6811, Vol. 90, Nº. 333, 2009 (Ejemplar dedicado a: Active in space), págs. 111-118
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • With a welcome increased emphasis on out-of-classroom learning, science departments recruiting newly qualified teachers need to become more aware of the initial training provided so that they can offer appropriate support through the induction year and beyond. Science trainees' experiences vary and this article sets out to summarise the range of opportunities provided across 47 secondary-science providers of the Postgraduate Certificate in Education in England, and the quantity and quality of their out-of-classroom teaching.