I See...I Hear...I Do and I Understand: Building Competence, Confidence and Pedagogical Capacity through Collaborative Partnership
A practice based paper which explores the use of a model of practice which is praxis inquiry based learning and project partnership between schools and University as the catalyst for First year preservice teacher learning in the workplace, which mutually benefits schools, school students, practising educators in schools and the preservice teachers. This unique project examines developing competence, confidence and pedagogical practices of educators and preservice teachers through a 5 week buddy project and remote rural connections. Current research (AAS: Australian Academy of Science, 2006) shows that Primary educators are avoiding the teaching of Science because of perceived lack of confidence and competence in the pedagogy of Science teaching. By professionally developing preservice teachers in the art of teaching Science as a literacy, the preservice teachers are demonstrating and working with school children, to create enthusiasm in practising educators and students for Science and interactive inquiry based learning. The importance of this partnership is the ripple effect for all participants, including the capacity for future impact for all involved. By seeing, hearing, doing and understanding; all participants (practising teachers, preservice teachers, school students) are building their confidence, competence and capacity to use Science and inquiry based learning as a means of understanding the world.
Keywords: Multiliteracies, Learning in the Workplace, Teaching and Learning through Partnerships, Science as a Literacy, Interactive Teaching and Learning
Lecturer/Academic, Faculty of Arts, Education and Human Development