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

Grethe Beiskjær Christensen

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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.

Translated title of the contribution	Mulighed for forandring? Nye læreres oplevelse af at være uddannet til at udvikle naturfagsundervisning
Original language	English
Journal	NorDiNa: Nordic Studies in Science Education
Volume	21
Issue number	2
Pages (from-to)	236-249
Number of pages	14
ISSN	1504-4556
DOIs	https://doi.org/10.5617/nordina.10379
Publication status	Published - 1 Oct 2025

Keywords

teacher education

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10.5617/nordina.10379Licence: CC BY

Beiskjaer_Nordina_2_25Final published version, 363 KBLicence: Other

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

Abstract

Keywords

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