Şen, Ömer FarukSarı, Uğur2025-01-212025-01-2120182200-4270https://hdl.handle.net/20.500.12587/23388The 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.eninfo:eu-repo/semantics/closedAccessclassroom practice; reform-based education; science education; teacher beliefs; traditional practicesArticle26676952-s2.0-85064679520Q3