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dc.contributor.authorBates, Garethen
dc.contributor.authorConnolly, Steve M.en
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, 9 (1), pp.6-11.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 observations
dc.language.isoenen
dc.publisherCass School of Education and Communitiesen
dc.relation.urlhttps://www.uel.ac.uk/research/research-in-teacher-education/volume-9-no-1-may-2019
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
html.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 observations


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