Abstract
This paper relates to a study commissioned by the Department of Employment, Education and Training to evaluate the impact of the Discipline Review of Teacher Education in Mathematics and Science. The major datagathering strategies employed in that study have been to visit every higher education institution in Australia involved in teacher education to interview relevant staff and to seek information by mail from other bodies to whom recommendations of the Review were addressed. This paper reports a supplementary activity, the analysis of citations of the Report of the Discipline Review in the journal of the Australasian Science Education Research Association,Research in Science Education. This research reveals that there has been relatively little critical analysis of the Review, somewhat surprising in the light of its significance for science teacher education. Further the citations in the journal suggest that the Review Report has struck a responsive chord with those involved in the science education of primary school teachers. Its impact on secondary teacher education would appear to be less significant. This difference is explored in the context of professional education.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Aubusson, P., Relich, J. & Wotherspoon, D. (1991). Professional development and perceived needs of science teachers.Research in Science Education, 21, 10–19.
Bearlin, M. (1990). Toward a gender-sensitive model of science teacher education for women primary and early childhood teachers.Research in Science Education, 20, 21–30.
Carr, M., & Symington, D. (1991). The treatment of science discipline knowledge in primary teacher education.Research in Science Education, 21, 39–46.
Department of Employment, Education & Training (1989).Discipline review of teacher education in mathematics and science. Canberra: Australian Government Printing Service.
Fensham, P., Navaratnam, K., Jones, W. & West, L. (1991). Students' estimates of knowledge gained as measures of the quality of teacher education.Research in Science Education, 21, 80–89.
Fensham, P., & West, L. (1990). The quality of teacher education programs: methodological and procedural issues for reviewers.Research in Science Education, 20, 85–94.
Forgasz, H. (1991). Gender, pre-service teachers and assessment of pupil work.Research in Science Education, 21, 113–122.
Jane, B., Martin, M.D., & Tytler, R. (1991). Changing primary teacher trainees' attitudes to science.Research in Science Education, 21, 188–197.
Matthews, M.R. (1990). History, philosophy and science teaching: current British, American and Australian developments.Research in Science Education, 20, 220–229.
Parker, L., & Rennie, L. (1989). Gender issues in science education with special reference to teacher education. In Department of Employment, Education & Training.Discipline review of teacher education in mathematics and science. Canberra: Australian Government Publishing Service.
Skamp, K. (1989). General science knowledge and attitudes towards science and science teaching of preservice primary teachers: implications for preservice units.Research in Science Education, 19, 257–267.
Symington, D., & Mackay, L. (1991). Science discipline knowledge in primary teacher education: responses to the Discipline Review of Teacher Education in Mathematics and Science.Research in Science Education, 21, 306–312.
Author information
Authors and Affiliations
Additional information
Specializations: science education, teacher education.
Specializations: international education, educational measurement, science education.
Rights and permissions
About this article
Cite this article
Symington, D., Mackay, L. Response to the discipline review of teacher education in mathematics and science. Research in Science Education 23, 286–292 (1993). https://doi.org/10.1007/BF02357072
Issue Date:
DOI: https://doi.org/10.1007/BF02357072