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

[img]
Preview
PDF
PATT25 - Paper 1 - STEM Paper.pdf - Published Version

Download (1MB) | Preview

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.

Item Type: Book
Subjects: Education > Higher Education
Education > Secondary Education
Education
Divisions: Faculty of Education and Society
Depositing User: David Wooff
Date Deposited: 17 Sep 2018 15:47
Last Modified: 26 Oct 2018 14:15
URI: http://sure.sunderland.ac.uk/id/eprint/9927

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year