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Does the Science, Technology, Engineering and Mathematics (STEM) agenda need separate curricular input in the realms of undergraduate Initial Teacher Education (ITE)?

Wooff, David, Hughes, C and Bell, D (2011) Does the Science, Technology, Engineering and Mathematics (STEM) agenda need separate curricular input in the realms of undergraduate Initial Teacher Education (ITE)? PATT25 Conference Proceedings . Goldsmith's University, London, England, pp. 457-465. ISBN 978-1-906897-10-9

Item Type: Book

Abstract

The work presented here will look at how those involved with Initial Teacher Education (ITE) prepare trainee teachers to deliver and work within the area of Science Technology Engineering and Mathematics (STEM). Taking cognisance of the work of Barlex (2007; 2009) who argues for the inclusion of STEM and recognition of it as a curriculum entity. This work presents the views, opinions and reflections of those who are currently following an undergraduate route to achieve Qualified Teacher Status (QTS) with regard to their ability to both engage with and deliver the STEM agenda within the secondary curriculum. Following this, discussion and analysis of the findings will lead to an overall response to the research question posed as the title to this paper.

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More Information

Depositing User: David Wooff

Identifiers

Item ID: 9927
ISBN: 978-1-906897-10-9
URI: http://sure.sunderland.ac.uk/id/eprint/9927

Users with ORCIDS

ORCID for David Wooff: ORCID iD orcid.org/0000-0002-6284-7149

Catalogue record

Date Deposited: 17 Sep 2018 15:47
Last Modified: 18 Dec 2019 16:07

Contributors

Author: David Wooff ORCID iD
Author: C Hughes
Author: D Bell

University Divisions

Faculty of Education and Society
Faculty of Education and Society > School of Education

Subjects

Education > Higher Education
Education > Secondary Education
Education

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