Trainee teachers’ perceptions of the Nature of Science and implications for pre-service teacher training in England

This paper is an English perspective on the
Liang study (2006) into educational contexts for
schooling in science; the linkage between teachers’
understanding of the Nature of Science (NoS) and
their effectiveness as educators. The work reflects on
the basic training received by pre-service teachers in
secondary science at the University of London (UEL),
and a number of interventions introduced to enhance
their awareness and discrimination of NoS. The study
is a three-year longitudinal design and intended
to probe trainee teachers’ perceptions of NoS. It
explores how these notions may be affected by the
training experienced in both the university and school
placement in the context of the new Science National
Curriculum for Schools (England).

Citation:
Gobalek, C. and Amrane-Cooper, L. (2011) ‘Trainee teachers’ perceptions of the Nature of Science and implications for pre-service teacher training in England’ Research in Secondary Teacher Education, 1(2), pp. 9-13..