The role of intellectual virtues in the development of the science teacher: an initial provocation

2.50
Hdl Handle:
http://hdl.handle.net/10547/623235
Title:
The role of intellectual virtues in the development of the science teacher: an initial provocation
Authors:
Bates, Gareth; Connolly, Steve
Abstract:
Initial, informal observations of work with pre-service Chemistry and other science teachers suggests that a number of intellectual virtues are required, alongside a shift in identity, in order to help secondary school science students negotiate the pathway from “science learner” to “scientist”. This article explores both these virtues, the ontological shift that accompanies them and pedagogical suggestions for how these attributes might be promoted in a programme of pre-service training, along with suggestions for further empirical research which might form the basis of further investigation into these initial observations
Affiliation:
University of Bedfordshire
Citation:
Bates G, Connolly, S (2019) 'The role of intellectual virtues in the development of the science teacher: an initial provocation', Research in Teacher Education, (), pp.-.
Publisher:
Cass School of Education and Communities
Journal:
Research in Teacher Education
Issue Date:
31-May-2019
URI:
http://hdl.handle.net/10547/623235
Type:
Article
Language:
en
ISSN:
2046-1240
EISSN:
2047-3818
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorBates, Garethen
dc.contributor.authorConnolly, Steveen
dc.date.accessioned2019-04-11T10:23:09Z-
dc.date.available2019-04-11T10:23:09Z-
dc.date.issued2019-05-31-
dc.identifier.citationBates G, Connolly, S (2019) 'The role of intellectual virtues in the development of the science teacher: an initial provocation', Research in Teacher Education, (), pp.-.en
dc.identifier.issn2046-1240-
dc.identifier.urihttp://hdl.handle.net/10547/623235-
dc.description.abstractInitial, informal observations of work with pre-service Chemistry and other science teachers suggests that a number of intellectual virtues are required, alongside a shift in identity, in order to help secondary school science students negotiate the pathway from “science learner” to “scientist”. This article explores both these virtues, the ontological shift that accompanies them and pedagogical suggestions for how these attributes might be promoted in a programme of pre-service training, along with suggestions for further empirical research which might form the basis of further investigation into these initial observationsen
dc.language.isoenen
dc.publisherCass School of Education and Communitiesen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectScienceen
dc.titleThe role of intellectual virtues in the development of the science teacher: an initial provocationen
dc.typeArticleen
dc.identifier.eissn2047-3818-
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalResearch in Teacher Educationen
dc.date.updated2019-04-11T10:03:50Z-
dc.description.noteRiTE not on Sherpa/Romeo - probably OA, but double-checking. Have e-mailed editor 11/4/19 - RSS Confirmed as OK to put AAM, and replace with publisher pdf when article appears 11/4/19 - RSS-
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