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Factors perceived to have enabled 25 women to develop expertise to teach primary science

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Abstract

This paper outlines the findings of a study which involved expert/committed female primary science teachers and examined their perceptions of the main factors that led to the development of their expertise. The study focuses on the women's formal education, early influences outside formal education and their recent training and development. The last of these is the main one identified in research literature as having influenced people to develop an interest in teaching primary science.

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Authors and Affiliations

  1. Science and Technology, Schools and Curriculum Unit, Department of Education and Children's Services, 91 Gilles Street, 5001, Adelaide, SA

    Kathryn Paige (Project Officer)

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  1. Kathryn Paige
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Specializations: training and development, primary science and technology curriculum development.

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Paige, K. Factors perceived to have enabled 25 women to develop expertise to teach primary science. Research in Science Education 24, 246–252 (1994). https://doi.org/10.1007/BF02356350

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