Physics for Teaching High School Physics: Views of Prospective Physics Teachers and Teacher Educators about Undergraduate Physics Study

Autor/in	Azam, Saiqa
Titel	Physics for Teaching High School Physics: Views of Prospective Physics Teachers and Teacher Educators about Undergraduate Physics Study
Quelle	In: Journal of Teacher Education and Educators, 7 (2018) 2, S.147-164 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Azam, Saiqa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Physics; Science Instruction; Secondary School Science; Teacher Educators; Science Teachers; Undergraduate Study; Preservice Teachers; Student Attitudes; Foreign Countries; Secondary Education; Preservice Teacher Education; College Science; Australia + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Grundstudium; Schülerverhalten; Ausland; Sekundarbereich; Lehramtsstudiengang; Australien
Abstract	This paper explores the views of pre-service physics teachers and science teacher educators about the initial teacher education (ITE) programs in two Melbourne universities, focusing on their preparation for teaching high school physics. Using a qualitative interview approach, five pre-service physics teachers and three physics teacher educators were interviewed to generate data to develop an understanding of the role of undergraduate physics study in teaching high school physics, and to determine if science teacher educators' views match with those of future high school physics teachers. Both groups of participants identified a number of issues which impact prospective physics teachers' ability to teach high school physics, and offered suggestions to improve the undergraduate physics study. The findings provided insights into the varied needs of future physics teachers with diverse backgrounds, the inadequacy of their undergraduate physics study, the capacity of some other science courses, and suggestions to improve the preparation of high school physics teachers. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: http://dergipark.gov.tr/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01