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  • 1.
    de Winter, James
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Univ Cambridge, Educ Program, Fac Educ, Cambridge, England;Uppsala Univ, Phys Educ Res Grp, Uppsala, Sweden.
    Physics and Birdsong: "Listening" with Graphs2019In: Physics Teacher, ISSN 0031-921X, E-ISSN 1943-4928, Vol. 57, no 6, p. 364-367Article in journal (Refereed)
  • 2.
    de Winter, James
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. University of Cambridge, United Kingdom.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Stockholm university, Sweden.
    The views of pre-service physics teachers on the role of mathematics in the teaching and learning of physics2018Conference paper (Other academic)
    Abstract [en]

    Mathematics is commonly seen as playing a fundamental role in the understanding of undergraduate physics. However, this role poses challenges for teaching physics at lower levels. In England, increased formal assessment of mathematical skills in national physics examinations has made many teachers (re)consider this issue and their classroom practice.This qualitative study explores how English physics teachers view the physics/mathematics relationship. Our data consists of questionnaires and follow up interviews with an entire cohort of pre-service teachers training at an English university (n=13). Analysis included a line of enquiry on the tension between the value of mathematics in undergraduate physics and its value for teaching physics at school level.There was considerable variation across respondents, some seeing mathematics as integral to understanding school physics, whilst others prioritised conceptual understanding over mathematical formalism. Many noted how their views had changed during training, raising questions for those involved in physics teacher preparation.

  • 3.
    de Winter, James
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    What is a ‘good’ physics teacher? Views from the English education community.2019Conference paper (Refereed)
  • 4.
    de Winter, James
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    What is a ‘good’ physics teacher?: Views from the UK education community.2017Conference paper (Refereed)
  • 5.
    de Winter, James
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Faculty of Education, University of Cambridge, Cambridge, United Kingdom.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Department of Mathematics, Science Education Stockholm University, Stockholm, Sweden.
    What makes a good physics teacher?: Views from the English stakeholder community2020In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 55, no 1, article id 015017Article in journal (Refereed)
    Abstract [en]

    When qualifying as a secondary school physics teacher in England, the statutory guidance is generic and very little subject-specific detail is offered. There is a lack of a clear, shared understanding of the subject-specific attributes that newly-qualified physics teachers are expected to have. This exploratory study reports the findings of a questionnaire that asked various stakeholders—including physics teachers, trainees and teacher trainers—to identify what they regard as the attributes of a 'good' physics teacher. From our analysis we present a set of attributes of a good physics teacher and consider how these may be grouped into themes that could provide a way to explore these expectations. We pay particular attention to the subject-specific, and consider how our findings align with the existing literature base.

  • 6.
    de Winter, James
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. University of Uppsala - Physics Education Research Group.
    Mark, Winterbottom
    Faculty of Education, University of Cambridge.
    Approaches to Learning and Teaching Science: A Toolkit for International Teachers2017Book (Other (popular science, discussion, etc.))
1 - 6 of 6
CiteExportLink to result list
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