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Students' estimates of knowledge gained as measures of the quality of teacher education

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Abstract

One set of measures of the quality of courses for the preparation of science teachers stems from the perceptions exit students have of their knowledge with respect to that teaching. The Discipline Review of Teacher Education in Mathematics and Science surveyed these students late in 1988 on three broad types of knowledge-science content knowledge, curriculum knowledge, and pedagogical knowledge. Some of these findings of the Review are described. In addition, the base for developing items to measure these three types of knowledge is discussed in this paper. The variety in the data that emerged is also presented and the consistency of the findings with other measures of quality is described.

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Author information

Authors and Affiliations

  1. Monash University, Victoria

    Peter Fensham (Professor of Science Education)

  2. Bureau of Employment, Vocational and Further Education and Training, Australian Council for Educational Research Leo West, National Board, Employment, Education and Training, Brisbane, Queensland

    Kathiravelu Navaratnam (Executive Officer)

  3. Australian Council for Educational Research, Melbourne, Victoria

    Warren Jones (formerly Senior Research Officer)

Authors
  1. Peter Fensham
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  2. Kathiravelu Navaratnam
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  3. Warren Jones
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  4. Leo West
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Additional information

Specialisations: science and technology curriculum, environmental education, educational disadvantage.

Specialisations: research and evaluation in teacher education, technical and further education and total quality management.

Specialisations: research in educational systems.

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Fensham, P., Navaratnam, K., Jones, W. et al. Students' estimates of knowledge gained as measures of the quality of teacher education. Research in Science Education 21, 80–89 (1991). https://doi.org/10.1007/BF02360460

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  • DOI: https://doi.org/10.1007/BF02360460

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