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The Science Teaching Clinic Model

Dr Iain Hay

Assistant Professor in Education Studies

Director, Professional Experience & Practice-Based Education

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• EC/Primary teacher (middle school) BEd/BTeach

• Science co-ordinator

• Primary Investigations facilitator (then Primary Connections

• Master of Education research – teacher self-efficacy (science education)

• Tutor in science education

• Education Queensland and NSW DET

• Return to academia PhD; M.TertEdMangt

• Life-long learner;

• knowledge transfer;

• knowledge worker; and

• Knowledge broker

Background

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Overview• Commenced 2006/07 at trial school

• 10 schools involved over the years (EC, Primary & Secondary)

• State, Catholic and Independent

• 2000 PSTs & 3000 students have participated over 10 years

• 2012-2015 Tested model in one location – Macquarie PS (whole school including PS and LSU)

• Extended model in 2015 - Teacher as Researcher

• Full implementation 2016 - across curriculum areas

• International interest in the model

• Conference presentations and publications

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The Teaching Clinic approach

• Not the Practicum

• 3 way partnership – University Faculty, the school, pre-service teachers, (students)

• Delivering the University course in the workplace, - WIL

• Has a Discipline focus – Science & Technology

• Practice informed by research

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Professional Partnerships

• The Science Teaching Clinics are organised and co-supervised by a University lecturer and the classroom teacher. Built on strong professional partnerships between school teachers and academics, the model is gaining international recognition as a unique way of bridging the divide between theory and practice in teacher education. It is a matter of curriculum, pedagogy and practice in action.

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Macquarie Primary School

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The Science Teaching Clinic • 1 primary school – Macquarie PS • School induction• Curriculum/Content discussions • Pre-service teachers work in teams

of three, with small groups of children between 4-12 (Pre-school, LSU and/or primary classes)

• Weekly teaching focal tasks included: questioning; scaffolding ideas; working and thinking scientifically; review progress, assessment and evaluation

• Formal debrief after each teaching session

• Develop a unit of work based on the ‘PrimaryConnections’ program (Australian Academy of Science)

• Assessment, evaluation and reporting/moderation

• Teacher/researcher role

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• Work Integrated Learning (WIL)• Quality Teaching Agenda• (Graduate) Teacher Standards• The Education Minister's Advisory Group (TEMAG)

recommendations • Professional Education Model• Theory / Practice Nexus• Pedagogical content knowledge• Teacher self-efficacy• Research informing practice

The Drivers

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The Teaching

Clinic Model

Research possibilities with school

partners

Has a Discipline focus - PCK

Reflective teaching practice

Delivering the University

course in the workplace

peer-learning and a

community of practice 3 way

partnership –University

Faculty, the school, PSTs

Beyond the Practicum -academic

situated with PSTs

Integration of theory & practice

Develop ePortfolio of

evidence - GTS, employer & ACT

TQI

Research -based &

theoretical underpinnings

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• The Pedagogical Content Knowledge (PCK) refers to the knowledge teachers develop about how to teach particular content/subject matter in ways that leads to enhanced student understanding of that content.

Pedagogical Content Knowledge (PCK)

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From the school perspective

• As Principal, the benefits for us have been two-fold: Firstly, there have been major benefits for our children. The pre-service teachers have brought with them a fresh, energised outlook on teaching and learning …. Secondly, there are positive benefits for the teaching and support staff at the host Primary School. The clinics enabled teachers to observe pre-service teachers put current knowledge into practice. Importantly, the clinics also provided the teaching staff with opportunities to reflect on their own practice.

• It worked well for us; it was also a nice way to start Monday morning and gave us the opportunity to see what the students from U.C. could do in the area of teaching science”. (classroom teacher)

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From the PST’s perspective

• I was VERY excited when I found out we would be teaching in schools as a part of the course. I immediately felt like the University was acknowledging and valued my developing professional experience. I almost fell of my chair in shock during the first lecture when our Lecturer addressed us by saying: “Welcome, Colleagues”. In that instant, I felt a part of something. I couldn’t describe it, but I knew I was a professional-in-training. I was learning for a reason; to contribute something meaningful. I was part of a community. This made a huge personal difference to my outlook towards and engagement with the course.

• Having three teachers’ perspectives to review one lesson was an amazing experience. We soon learnt each other’s strengths and weaknesses. We accommodated this understanding into our planning, teaching and reflection. If anything, the Teaching Clinics taught me the value of constructive professional discussion.

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• Having the opportunity to be located with the PSTs in the school allows me to remain connected to my profession, I keep up-to-date with the ‘real-life’ contexts of the school community.

• I get to work with my colleagues as partners in preparing the next generation of educators to be teaching ready.

• I have the opportunity to observe, model (when required) and reflect on explicit teaching in real time.

From the academic perspective

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So what?

“I have no special talents; I am only passionately curious”.(Albert Einstein)

The Drop’ a 20m tall sculpture depicting a large gentle raindrop captured in its descent at the moment of contact. It is an homage to the power of nature and represents the relationship and outlook that surrounds Vancouver – Canada Place

Photo by Iain Hay (c) 2010