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Comparative analysis of literature and participant data, grounded in case studies and PST feedback, identifies key features and success factors. Results indicate authentic teaching experiences strengthen PST confidence, and future work will validate an interpretive framework using feedback from educators in Australia and overseas.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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|\n\n2014  \nScience Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education  \nJohn Daniel Kenny  \nUniversity of Tasmania, [John.Kenny@utas.edu.au](John.Kenny@utas.edu.au)  \nLinda Hobbs Deakin University  \nSandra Herbert Deakin University  \nMellita Jones  \nAustralian Catholic University  \nGail Chittleborough Deakin University  \nSee next page for additional authors  \nRecommended Citation  \nKenny, J. D., Hobbs, L., Herbert, S., Jones, M., Chittleborough, G., Campbell, C., Gilbert, A., & Redman, C. (2014). Science Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education. Australian Journal of Teacher Education, 39 (12).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss12/4](http://ro.ecu.edu.au/ajte/vol39/iss12/4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss12/4](http://ro.ecu.edu.au/ajte/vol39/iss12/4)  \nScience Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education  \nAuthors  \nJohn Daniel Kenny, Linda Hobbs, Sandra Herbert, Mellita Jones, Gail Chittleborough, Coral Campbell, Andrew Gilbert, and Christine Redman  \nThis journal article is available in Australian Journal of Teacher Education: http://ro.ecu.edu.au/ajte/vol39/iss12/4  \nAustralian Journal of Teacher Education  \nScience Teacher Education Partnerships with Schools (STEPS): Partnerships in Science Teacher Education  \nJohn Daniel Kenny  \nUniversity of Tasmania  \nLinda Hobbs  \nSandra Herbert  \nGail Chittleborough  \nCoral Campbell  \nDeakin University  \nMellita Jones  \nAustralian Catholic University  \nAndrew Gilbert  \nRMIT University  \nChristine Redman  \nMelbourne University  \nAbstract: This paper reports on the STEPS project which addressed  \ninternational concerns about primary teachers’ lack of confidence to teach  \nscience, and on-going questions about the effectiveness of teacher  \neducation. The five universities involved had each independently  \nestablished a science education program incorporating school-based  \npartnerships between the university and local schools to enable primary  \npre-service teachers (PSTs) to teach science.  \nThe diversity of the programs enabled an examination of the relevant  \nliterature underpinning the approaches and comparison of data from  \nparticipants to identify key features and success factors for establishing  \nand maintaining working relationships with schools.  \nThis preliminary analysis of learning from STEPS uses case studies and  \nfeedback from PSTs who participated. These findings indicate that  \nauthentic teaching experiences build the confidence of PSTs to teach  \nscience. Ultimately, the project will develop an Interpretive Framework  \nwhich will articulate the characteristics of partnerships to be validated  \nthrough feedback from other science educators from Australia and  \noverseas.  \nVol 39, 12, December 2014 43  \nAustralian Journal of Teacher Education  \nIntroduction  \nThis paper introduces and reports on preliminary findings of a significant curriculum renewal project, the Science Teacher Education Partnerships with Schools (STEPS) project1. The Project began which began in 2013 and will conclude at the end of 2014, explores the use of partnerships between schools and universities to make links between theory and practice in primary science teacher education in Australia.  \nSTEPS was formed as a collaboration between five universities, each of which had independently developed science education programs based on pre-service teachers (PSTs) teaching science in schools. The five programs had evolved in response to specific opportunities needs and constraints within each context.  \nConcerns about the state of science education and its importance to national prosperity have been expressed in a number of reports both within Australia and internationally (Dobson, 2003) . ","cbCaig0sbgwC9QVz","https://ap.wps.com/l/cbCaig0sbgwC9QVz","pdf",198056,25,"English","# Introduction\n## STEPS project purpose and collaboration\n## Background concerns in science education\n## Building pre-service teacher confidence through authentic opportunities","[{\"question\":\"What problem does the STEPS project target in science teacher education?\",\"answer\":\"STEPS addresses international concerns about primary teachers’ lack of confidence to teach science and ongoing questions about how effective teacher education is.\"},{\"question\":\"How were science education programs structured in STEPS?\",\"answer\":\"Five universities independently established programs that incorporated school-based partnerships, enabling primary pre-service teachers to teach science in local schools.\"},{\"question\":\"What evidence does the paper use to evaluate STEPS?\",\"answer\":\"The preliminary analysis draws on case studies and feedback from pre-service teachers who participated in the program.\"}]","Science Teacher Education Partnerships with Schools (STEPS) - Partnerships in science teacher education | PDF",1792077517,63]