View in EDS

Teacher education variables as correlates of primary science ratings in thirteen TIMSS systems

Saved in:
Bibliographic Details
Title: Teacher education variables as correlates of primary science ratings in thirteen TIMSS systems
Authors: Vlaardingerbroek, B.1, Neil Taylor, T.G.2 ttaylor6@pobox.une.edu.au
Source: International Journal of Educational Development. Jul2003, Vol. 23 Issue 4, p429. 10p.
Subject Terms: *Teacher training, *Education
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. [Copyright &y& Elsevier]
Copyright of International Journal of Educational Development is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
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. [Copyright &y& Elsevier]
ISSN:07380593
DOI:10.1016/S0738-0593(03)00014-2