دورية أكاديمية
Secondary Chemistry School Teachers Working in Tertiary Education Chemistry Departments; Critical Reflections on the Positives and Negatives
| العنوان: | Secondary Chemistry School Teachers Working in Tertiary Education Chemistry Departments; Critical Reflections on the Positives and Negatives |
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| اللغة: | English |
| المؤلفون: | Glover, S. R., Harrison, T. G., Shallcross, D. E. |
| المصدر: | Acta Didactica Napocensia. 2016 9(4):35-48. |
| الإتاحة: | Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2016 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Chemistry, Secondary School Teachers, Science Teachers, Science Departments, Higher Education, Outreach Programs, Barriers, Foreign Countries, Teacher Role, College School Cooperation, Questionnaires, Teacher Student Relationship, Interprofessional Relationship, Teacher Motivation, Teacher Attitudes, Activities |
| مصطلحات جغرافية: | United Kingdom |
| تدمد: | 2065-1430 |
| مستخلص: | Several UK University Chemistry Departments have former secondary school chemistry teachers employed as School Teacher Fellows (STF) who are heavily involved in outreach work and a range of teaching responsibilities. This study looks at the outreach role from the point of view of several of the STFs; the benefits, and the barriers and how this role can be developed further. A reflective exercise, asking STFs to write a letter to themselves to advise any new incumbent was used to generate data. This mode was preferred to a formal interview after consultation with STFs. All the responses were analysed in terms of their relationships, motivations and other aspects of their posts. It is concluded that the STF provides a number of unique opportunities to progress relationships between university and secondary and primary schools, to assist new undergraduates in making an effective transition from post-16 study to undergraduate study and to review, support and progress teaching practice at tertiary level. However, barriers to the effective utilisation of STFs include; appropriate support and recognition at the tertiary institute and funding. |
| Abstractor: | As Provided |
| Number of References: | 30 |
| Entry Date: | 2017 |
| رقم الأكسشن: | EJ1132910 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2065-1430 |
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