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Title: Teacher Education Variables as Correlates of Primary Science Ratings in thirteen TIMSS Systems
Contributor(s): Vlaardingerbroek, B (author); Taylor, N  (author)orcid 
Publication Date: 2003
DOI: 10.1016/S0738-0593(03)00014-2
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Abstract: This paper presents a comparative overview of teacher education variables associated with primary science in 13 TIMSS educational systems. While using TIMSS mean cohort performances at the Year 4 level to rank the sample systems, the study went beyond TIMSS in that it was at the whole-system level and took into account developments since those tests. The study reinforced the view that primary teacher training ideally occurs in a university, and involves a 4-year degree programme that preferably adheres to common standards across institutions. Teachers' attainment at high school emerged as a principal correlate with TIMSS rankings. Better rankings were also associated with the existence of mandatory science 'content' studies as part of teacher training. These observations are consistent with the axiom that teachers' competence in primary science arises largely from their own mastery of scientific concepts. The authors propose that candidates for primary teacher training programmes should have been awarded passes in science, including physical science, at minimally the middle secondary level, and urge primary teacher training institutions to include compulsory science 'content' as well as science pedagogy courses in their programmes.
Publication Type: Journal Article
Source of Publication: International Journal of Educational Development, 23(4), p. 429-438
Publisher: Pergamon
Place of Publication: United Kingdom
ISSN: 0738-0593
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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