Description

Questionnaire responses from 5044 year 8 (age 12 years) pupils in Oxfordshire state schools were used to identify'exemplary' science teachers. These teachers met for a one-day forum to explore their perspectives on 'exemplary' teaching. The key characteristics of exemplary practice to emerge related to teacher attitudes and beliefs, relationships between teacher and pupil, pupils as active learners and well-planned contextualised lessons featuring discussion, practical work and limited, focused recording. The teachers' perspectives are compared with those of their pupils and with existing literature. The role of explanation in science lessons emerges as warranting further in-depth study.

Exemplary teaching

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