Primary Science Preservice Teacher (PST) Online Publishing: Is It Recognized as Valuable?

Autor/in	Weller, Jacolyn
Titel	Primary Science Preservice Teacher (PST) Online Publishing: Is It Recognized as Valuable?
Quelle	In: Journal of Science Teacher Education, 30 (2019) 7, S.716-736 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weller, Jacolyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1602802
Schlagwörter	Preservice Teachers; Elementary School Teachers; Electronic Publishing; Preservice Teacher Education; Science Instruction; Science Teachers; Faculty Publishing; Writing for Publication; Teaching Models; Instructional Materials + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elektronisches Publizieren; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Lehrmodell; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	This article presents a case of online publishing in teacher education and explores the status preservice teachers (PSTs) associate with this act. Publishing as a teacher education strategy is investigated to inform the use of tutorial products that provide learning and teaching advantages. Motivated by Education for Sustainability, professional vocational publishing provides assistance to teachers, from PSTs, while PSTs learn teaching. In 2014, PSTs designed teaching tools for primary science teachers published on the La Trobe Wildlife Sanctuary (LTWS) Web site. From 92 PSTs surveyed with an 85% response rate, the value, involvement, and quality of tutorial products was attributed to, and raised, when published online. The data suggested that PSTs supported this as a teaching approach and would consider applying it in their future teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01