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Tynan, RJ, Jones, R, Mallaburn, A and Clays, K (2016) Subject knowledge enhancement courses for creating new chemistry and physics teachers: the students’ perceptions. School Science Review, 98 (363). ISSN 0036-6811
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SSR December 2016 109-114 Tynan et al.pdf - Published Version Download (715kB) | Preview |
Abstract
Subject knowledge enhancement (SKE) courses are one option open to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in School Science Review have discussed the structure of one type of extended SKE course offered at Liverpool John Moores University, and its impact on outcomes for students. This article focuses on the qualitative responses collected from the anonymous exit questionnaire surveys returned chemistry and physics SKE students about to continue on to their science Post Graduate Certificate in Education course. The main positive course characteristic cited was student support. The main positive outcomes perceived were improved subject knowledge and skills and increased confidence.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | 1302 Curriculum And Pedagogy |
| Subjects: | L Education > LB Theory and practice of education |
| Divisions: | Education |
| Publisher: | Association for Science Education |
| Date Deposited: | 30 Nov 2016 11:40 |
| Last Modified: | 16 Dec 2021 11:45 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/4934 |
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