Subject knowledge enhancement courses for creating new chemistry and physics teachers: The students’ perceptions

• Autores: Richard Tynan, Robert Bryn Jones, Andrea Mallaburn, Ken Clays
• Localización: School Science Review, ISSN 0036-6811, Vol. 98, Nº. 363, 2016 (Ejemplar dedicado a: The attraction of space), págs. 109-114
• Idioma: inglés
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• Resumen

  • Subject knowledge enhancement (SKE) courses are one option open in England to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in School Science Review have discussed the structure of one type of extended SKE course offered at Liverpool John Moores University, and its impact on outcomes for students. This article focuses on the qualitative responses collected from the anonymous exit questionnaire surveys returned by chemistry and physics SKE students about to continue on to their science Postgraduate Certificate in Education course. The main positive course characteristic cited was student support. The main positive outcomes perceived were improved subject knowledge and skills and increased confidence.