Australian National initiatives to improve the use of Science, prompted the author to instigate initiatives to build Science as a means to understanding the world. In particular, the Australian Academy of Science findings that Primary school teachers lack confidence, competence, and self efficacy in the teaching of Science (Goodrum et al, 2000; Hackling & Prain, 2005) led the author to create authentic and relevant training that preservice teachers (PSTs) could implement in their school workplaces. Additionally, the PSTs could influence and facilitate learning for school students and practising teachers. Thus, the author trained her staff and students in the interactive teaching of Science as Literacy (Figure 1). This practice-based paper explores the Novice as Facilitator within a project partnership between schools and University through a five week buddy project in the workplace of schools (LiW). The paper illustrates that PSTs can impact upon learning for themselves and others.
|Keywords:||Australia, Interactive Learning, Inquiry Learning, Pedagogy, Practice, Partnership, Pre-service Teachers, Science Teaching, Workplace Learning|
Lecturer/Academic, Faculty of Arts, Education and Human Development, School of Education, Victoria University, Melbourne, VIC, Australia
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