Opportunity for change?: the experience of being a new teacher educated to develop the way science is taught in schools

Grethe Beiskjær Christensen

doi:10.5617/nordina.10379

Opportunity for change? the experience of being a new teacher educated to develop the way science is taught in schools

Bidragets oversatte titel: Mulighed for forandring? Nye læreres oplevelse af at være uddannet til at udvikle naturfagsundervisning

Grethe Beiskjær Christensen

Publikation: Bidrag til tidsskrift › Tidsskriftsartikel › Forskning › peer review

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Abstract

Bringing new approaches to science teaching such as interdisciplinary, problem-based teaching into schools has proved a slow and difficult process. One of the means to bring about the change is through teacher education. This study is a qualitative study inspired by constructivist Grounded Theory which explores how four new teachers educated from programmes with an explicit focus on changing science teaching in schools, experience the transition from being a teacher student to being a teacher.

Bidragets oversatte titel	Mulighed for forandring? Nye læreres oplevelse af at være uddannet til at udvikle naturfagsundervisning
Originalsprog	Engelsk
Tidsskrift	NorDiNa: Nordic Studies in Science Education
Vol/bind	21
Udgave nummer	2
Sider (fra-til)	236-249
Antal sider	14
ISSN	1504-4556
DOI	https://doi.org/10.5617/nordina.10379
Status	Udgivet - 1 okt. 2025

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læreruddannelsen
naturfagsdidaktik
naturfagslærere

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10.5617/nordina.10379Licens: CC BY

Beiskjaer_Nordina_2_25Forlagets udgivne version, 363 KBLicens: Andet

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Opportunity for change? the experience of being a new teacher educated to develop the way science is taught in schools

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