Nurturing quality science learning and teaching: the impact of a reading group

Article

Fitzgerald, Angela, Cooper, Rebecca and Sarkar, Mahbub. 2016. "Nurturing quality science learning and teaching: the impact of a reading group." Teaching Science: The Journal of the Australian Science Teachers Association. 62 (2), pp. 44-51.
Article Title

Nurturing quality science learning and teaching: the impact of a reading group

ERA Journal ID22303
Article CategoryArticle
AuthorsFitzgerald, Angela (Author), Cooper, Rebecca (Author) and Sarkar, Mahbub (Author)
Journal TitleTeaching Science: The Journal of the Australian Science Teachers Association
Journal Citation62 (2), pp. 44-51
Number of Pages8
Year2016
PublisherAustralian Science Teachers Association
Place of PublicationAustralia
ISSN1442-5556
1449-6313
1839-2946
Web Address (URL)https://search.informit.com.au/documentSummary;dn=271723064083927;res=IELHSS
Abstract

Teachers are key to the delivery of quality science education experiences in Australian classrooms. In achieving this, there is a need for teachers to be better supported in thinking reflexively and critically about their practice. The Centre for [de-identified] at [de-identified] University took action to address this need by forming a reading group to encourage interested teachers of science from primary and secondary schools to meet regularly to discuss relevant journal articles and implications for their practice. This paper explores how forming a community of practice around a reading group impacted on participants’ approaches to science learning and teaching.

Keywordsscience teaching; reading group; community of practice
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390113. Science, technology and engineering curriculum and pedagogy
Public Notes

No evidence of copyright restrictions preventing deposit of Accepted version.

Byline AffiliationsMonash University
Institution of OriginUniversity of Southern Queensland
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