Building preservice teacher confidence and competence in teaching Science as Literacy in the workplace of schools is crucial for their future practice. However, this paper looks at changing the usual model of practising educators leading the novice preservice teachers in the workplace. Primary educators tend to avoid teaching science because they lack confidence or believe they lack competence in the pedagogy of science teaching. This can be alleviated by involving pre-service teachers (PSTs) in teaching science as literacy. This practice-based paper explores the concept of the Novice as Facilitator within a project partnership between schools and university through a five-week buddy project in the workplace of schools (WiL). The paper illustrates that PSTs can affect their learning and that of others.
|Keywords:||Novice as Facilitator, Preservice Teacher, Science Pedagogy, Work Integrated Learning, Work Practice through Partnership, Work Integrated Learning, Science as Literacy, Disseminating Science Teaching and Learning|
Lecturer/Academic, Faculty of Arts, Education and Human Development, School of Education, Victoria University, Melbourne, Australia