Primary Science Specialisation: Perceptions, Ways of Working, and Impact

Although perceived concerns about teaching quality in science have led to calls for expert teachers, very little known about subject specialisation in the primary years. This proposed research aims to: (1) Understand teachers’ perceptions about the nature and value of science specialisation in primary schools; (2) Identify models of science specialisation currently operating in primary schools; and (3) Examine a range of science specialisation models in detail to examine context, ways of working, and impact.This research will contribute new theoretical knowledge about subject specialisation in the primary years by synthesising current practices to develop successful models for specialisation policy enactment.