[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593707-105":59,"doc-detail-593707-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","physics-teachers-views-on-their-initial-teacher-education-article-3","Physics Teachers’ Views on their Initial Teacher Education - Article 3","","This paper explores New Zealand physics teachers’ and physics educators’ views about Initial Teacher Education (ITE). Teachers nationally reported feeling insufficiently prepared in specific content areas, notably electronics, modern physics, and atomic and nuclear physics. The study attributes this to limited physics coursework in undergraduate science degrees and insufficient time in one-year postgraduate ITE programmes to cover senior secondary physics content. Implications for improving ITE are discussed, focusing on identifying content gaps and strengthening conceptual understanding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/physics-teachers-views-on-their-initial-teacher-education-article-3/593707/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/physics-teachers-views-on-their-initial-teacher-education-article-3/593707.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about New Zealand physics teachers’ Initial Teacher Education (ITE)?","Question",{"text":112,"@type":113},"It examines whether NZ physics teachers believe their ITE prepared them well to teach senior-level physics in high schools, and it also reviews course content, structure, and programme requirements for aspiring physics teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which physics content areas are teachers most likely to feel underprepared in?",{"text":117,"@type":113},"Teachers generally reported not being well-prepared in electronics, modern physics, and atomic and nuclear physics.",{"name":119,"@type":110,"acceptedAnswer":120},"Why might one-year postgraduate ITE programmes be insufficient for physics teachers?",{"text":121,"@type":113},"The paper argues that these programmes may lack sufficient time to cover the physics content taught in the final three years of schooling, especially when prior undergraduate physics exposure is limited to only one or two courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593707,1792165809,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 7 |  | Article 3 |\n| --- | --- | --- |\n| 2016\u003Cbr>Physics Teachers’Views Education\u003Cbr>Isaac Buabeng\u003Cbr>University of Cape Coast, [ibuabeng@ucc.edu.gh](ibuabeng@ucc.edu.gh)\u003Cbr>Lindsey Conner Flinders University\u003Cbr>David Winter\u003Cbr>University of Canterbury | on their Initial Teacher |  |\n\nRecommended Citation  \nBuabeng, I., Conner, L., & Winter, D. (2016). Physics Teachers’ Views on their Initial Teacher Education. Australian Journal of Teacher Education, 41 (7).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss7/3](http://ro.ecu.edu.au/ajte/vol41/iss7/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss7/3](http://ro.ecu.edu.au/ajte/vol41/iss7/3)  \nPhysics Teachers’ Views on their Initial Teacher Education  \nIsaac Buabeng  \nUniversity of Cape Coast  \nLindsey Conner  \nFlinders University  \nDavid Winter  \nUniversity of Canterbury  \nAbstract: This paper explores New Zealand (NZ) physics teachers’  \nand physics educators’ views about Initial Teacher Education (ITE).  \nPerspectives ofphysics teachers nationally indicated that in general,  \nteachers considered themselves not well-prepared in some content  \nareas including electronics, modern physics, and atomic and nuclear  \nphysics. This may be because in NZ, physics teachers have usually  \ngained their content knowledge from an undergraduate science degree  \nwhere they may have only taken one or two courses in physics. One  \nyear postgraduate teacher education programmes do not have  \nsufficient time to cover the physics content taught in the final three  \nyears of schooling. The implications for ITE of physics teachers are  \ndiscussed in terms of the shifts needed to help them to identify the  \ngaps in their content knowledge and to develop their conceptual  \nunderstanding of physics.  \nKeyword: Initial teacher education, content knowledge, physics teachers, physics educators, classroom practices  \nIntroduction  \nThe focus of this study was to ascertain whether NZ physics teachers perceived their ITE prepared them well for teaching physics at senior levels in high schools. The study also focused on the course content, course structure and programme requirements of ITE programmes for aspiring physics teachers in NZ. Initial teacher educators assume a daunting responsibility when preparing students to become effective and pedagogically competent classroom practitioners. From a social justice perspective (Darling-Hammond & BaratzSnowden, 2005; Nilsson & Loughran, 2012), ITE programmes must enable pre-service teachers to acquire professional knowledge from multiple dimensions, including subject and context knowledge, general and pedagogical content knowledge, and knowledge of learners and learning. We report here on our attempts to measure NZ physics teachers’ perceptions of their ITE experience.  \nIn many respects, physics is the most basic and fundamental natural science-it involves universal laws and the study of the behaviour and relationships among a wide range of important physical phenomena (Cutnell & Johnson, 2007) . It encompasses the study of the universe from the largest galaxies to the smallest subatomic particles. Moreover, it is the basis of many other sciences, including chemistry, oceanography, seismology, and astronomy, and physicists may work in many fields including the health services,  \ncommunications, education, and meteorology among many others (American Physics Society, 2008; Gibbs, 2003) . The physics learning experiences in schools provided by physics teachers are therefore very important.  \nFor some time now, the physics learning experiences in schools, particularly those provided in the senior secondary school by specialist physics teachers, have been a major concern of many physics education researchers. McDermott and Shaffer (2000) advocated that a well-prepared physics teacher should have a strong command of the subject matter content knowledge and ","cbCaiavzO1oMPD4Q","https://ap.wps.com/l/cbCaiavzO1oMPD4Q","pdf",897490,21,"English","# Introduction\n## Study focus and rationale\n# Physics as a foundational science\n## Relevance for school learning\n# The role of subject-matter knowledge in teacher preparation\n## Evidence and measurement approaches\n# Context and science education in New Zealand","[{\"question\":\"What does the study investigate about New Zealand physics teachers’ Initial Teacher Education (ITE)?\",\"answer\":\"It examines whether NZ physics teachers believe their ITE prepared them well to teach senior-level physics in high schools, and it also reviews course content, structure, and programme requirements for aspiring physics teachers.\"},{\"question\":\"Which physics content areas are teachers most likely to feel underprepared in?\",\"answer\":\"Teachers generally reported not being well-prepared in electronics, modern physics, and atomic and nuclear physics.\"},{\"question\":\"Why might one-year postgraduate ITE programmes be insufficient for physics teachers?\",\"answer\":\"The paper argues that these programmes may lack sufficient time to cover the physics content taught in the final three years of schooling, especially when prior undergraduate physics exposure is limited to only one or two courses.\"}]","Physics Teachers’ Views on their Initial Teacher Education - Article 3 | PDF",1792077762,53]