Fostering ICT and inquiry enhanced instruction in early years science education: Creating a model of team teaching
Sari Havu-Nuutinen, University of Eastern Finland, Finland
JCMST Volume 36, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study aims to develop team teaching approach at elementary school science by piloting the created model of teachers’ collaboration in three different stages. In the research the model of team teaching is seen as teachers’ collaboration in which university teachers, elementary school teachers and teacher students are working towards Information Communication Technology (ICT) and Inquiry enhanced instruction. This paper focuses on teachers’ and students’ experiences and their perceptions about strengths and weaknesses of team teaching.
According to the results, both students and teachers indicated the significant but underutilized role of team teaching. Teachers found the model as an opportunity for continuous professional development and for example use of ICT became more natural part of their teaching. Teacher students found the collaboration as a good arena to test their pedagogical competence. The challenges focused on the time resources and limited social interaction skills.
Havu-Nuutinen, S. (2017). Fostering ICT and inquiry enhanced instruction in early years science education: Creating a model of team teaching. Journal of Computers in Mathematics and Science Teaching, 36(2), 153-158. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from https://www.learntechlib.org/p/178274/.
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