Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators

Abstract

This study explored the extent to which science teacher educators in Norway introduce, teach, and assess graduate attributes (GA), a range of qualities, skills or competences considered vital for one’s survival and thriving in a complex world. A qualitative analysis of views from a sample of science teacher educators revealed majorly an implicit approach to the teaching and assessment of graduate attributes along with the main teaching subjects. Moreover, the lack of a graduate attributes profile for science teachers is impeding the teaching and assessment of these attributes. The findings raise important questions to science educators and policy makers regarding how to best address graduate attributes in science teacher education.