From Traditional To Reform-Based Teaching Beliefs and Classroom Practices of Elementary Science Teachers
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Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Institute for Innovation in Science and Mathematics Education, The University of Sydney
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The purpose of this mixed-methods study was to examine the relationship between teachers’ beliefs about their teaching and their classroom practices based on interviews and classroom observations across eight elementary science teachers. A quantitative research analysis showed there was a statistically positive correlation between their beliefs and practices. However, only three teachers’ belief categories were coherent with classroom practices. We argue that there is a complex understanding of tension between the two entities. Those teachers with traditional teaching profiles noted that centralized exams and a strict curriculum limited their classroom practices. Implications for this study about the practice of reform-based teaching are discussed. © 2018. All Rights Reserved.
Açıklama
Anahtar Kelimeler
classroom practice; reform-based education; science education; teacher beliefs; traditional practices
Kaynak
International Journal of Innovation in Science and Mathematics Education
WoS Q Değeri
Scopus Q Değeri
Q3
Cilt
26
Sayı
6
