Reconceptualising Maths and Science Teacher Education and Teaching
This session will examine the seemingly intractable problem of low student engagement and achievement in mathematics and science through consideration of the findings of a federally funded project ($3.2m over three years) conducted across four universities in Victoria, Australia (Melbourne, Deakin, Monash, La Trobe). ReMSTEP (Reconceptualising Mathematics and Science Teacher Education) project activities were centred around developing new teacher education practices that align contemporary approaches to Science, Technology, Engineering and Mathematics (STEM) with engaging teaching and learning.
Core to ReMSTEP initiatives was the introduction of new science and maths course electives and / or student learning pathways. Equally important was the building of collaborative relationships across faculties, universities and specialist science and maths centres. It is argued that the mindsets and self-efficacy of both teachers and students in maths and science lies at the heart of addressing international concerns over maths and science teaching and achievement and that the primary years are of particular importance.
Stephen Dinham is Professor of Instructional Leadership and Associate Dean (Strategic Partnerships) in the Melbourne Melbourne Graduate School of Education, the University of Melbourne. Has over 40 years of experience as a teacher, University academic, researcher, writer and consultant. He has conducted a wide range of research projects in multiple areas of education including leadership and change, effective pedagogy, student achievement, teaching standards and teachers’ professional development.