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1.
Investigating teachers' educational beliefs in Chinese primary schools: socioeconomic and geographical perspectives 总被引：1，自引：1，他引：0
Guoyuan Sang Martin Valcke Johan van Braak Jo Tondeur 《Asia-Pacific Journal of Teacher Education》2009,37(4):363-377
This empirical study explores the nature of and profiles in primary teachers' educational beliefs in the Chinese educational settings. A survey of 820 primary school teachers was conducted using a questionnaire focusing on teachers' traditional and constructivist beliefs about teaching and learning. Analysis of variance and cluster analysis were applied. Results show that gender and subject domain affect traditional educational beliefs. Significant differences appear considering economic and geographical context variables. Cluster analysis helps to delineate four teacher belief profiles: a constructivist profile, a mixed constructivist/traditional profile, a traditional profile, and a mixed low constructivist/traditional profile. Inter-relation between teacher belief profiles and school categories are discussed. 相似文献
2.
Guoyuan Sang Martin Valcke Johan van Braak Chang Zhu Jo Tondeur Kailian Yu 《Asia-Pacific Journal of Teacher Education》2012,40(4):363-378
The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use. 相似文献
3.
The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and—even more pronouncedly—freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed. 相似文献
4.
This study considers the potential for advanced mathematical studies to impact pre-service teachers' beliefs about mathematics. Results show that, after completing a degree which includes advanced mathematical studies, many prospective teachers' beliefs still reflect limited interpretations of key terminology and do not value the theoretical and conceptual network underpinning the rules and procedures of secondary mathematics. Many of their beliefs about the nature of mathematics also fail to recognise its capacity to stimulate analytical thought and creativity. In cases where pre-service teachers showed evidence of well-developed beliefs, the study explores the role of their advanced mathematical studies in this development. 相似文献
5.
The goals of this study were to determine preservice science teachers' views of the nature of science and to describe the changes in those views that occur during a teacher education program. Fifteen students in a postbaccalaureate secondary science teaching program at a large university participated in this study. The participants' views of science were ascertained by an investigator-developed survey and a follow-up interview administered before and after the university's science teaching methods sequence. Before entering the teaching program, the participants had a contemporary (i.e., postpositivist) view of scientific theory, knowledge, and the role of a scientist and a traditional (i.e., empiricist or positivist) view of scientific method. Initially, there was an equal number of traditional, mixed, and contemporary views of the different aspects of science. After completing the methods sequence, the number of contemporary views doubled and the number of mixed views decreased by more than half. The number of participants with an overall contemporary view of science rose from 2 to 7. Since there was little direct instruction about the nature of science, it is possible to make positive changes in preservice teachers' views of the nature of science in a teaching program in which contemporary teaching strategies such as conceptual change and cooperative learning are taught. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 595–615, 1997. 相似文献
6.
Maher Z. Hashweh 《科学教学研究杂志》1996,33(1):47-63
In recent years there has been a renewed interest in investigating teachers' beliefs in general, and science teachers' epistemological beliefs in particular. However, very few studies have investigated the effects of these epistemological beliefs in teaching. The purpose of this study was to test the hypotheses that teachers holding constructivist beliefs (a) are more likely to detect student alternative conceptions; (b) have a richer repertoire of teaching strategies; (c) use potentially more effective teaching strategies for inducing student conceptual change; (d) report more frequent use of effective teaching strategies: and (e) highly valuate these teaching strategies compared with teachers holding empiricist beliefs. Through the use of a three-part questionnaire consisting of critical incidents, direct questions about teacher strategies of conceptual change, and ratings of the use and importance of specific teaching strategies, data were obtained from 35 science teachers with different science backgrounds and teaching at different educational levels. Analysis of the data supported all five hypotheses. The findings are discussed in terms of their implications for further research. © 1996 John Wiley & Sons, Inc. 相似文献
7.
Abdullateef H. Haidar 《International Journal of Science Education》2013,35(6):611-626
During the 1999/2000 school year, 286 secondary school science teachers, from the seven Emirates that constitute the UAE, participated in the study. Teachers responded to an instrument composed of 52 items. Results indicated that Emirates secondary school science teachers did not view modern science as only a sub-culture of the Western culture. They disagreed that Western beliefs, values and conventions are implicit aspects of science. Teachers indicated that there are no differences between modern science and Arab culture. It seems that teachers lacked an understanding of the social component of science. The study suggests that Emirates secondary school science teachers should be informed about the social component of science. It is argued that when discussing culturally critical scientific issues, Emirates science teachers should assume the role of cultural brokers to facilitate students' understanding of science. 相似文献
8.
This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK. 相似文献
9.
Talking to teachers and looking at practice in understanding the moral dimensions of teaching 总被引：2，自引：2，他引：0
Matthew G. Sanger 《课程研究杂志》2013,45(6):683-704
There are many notions about the nature of morality, and many publications on the moral dimensions of teaching. However, despite much discussion, researchers still know little about how teachers view morality or themselves as moral agents, let alone the extent to which these views are linked to their teaching practice. This study of two primary school teachers' beliefs and practices as they relate to morality is based on open-ended interviews and classroom observations. The goal is to gain an understanding of how teachers view morality and their own moral agency, as well as how researchers might discuss these issues with them so that they can critically assess their own views and practices. The data suggest that teachers' beliefs are complex and diverse, and may provide insights into investigating and discussing the moral dimensions of teaching. 相似文献
10.
Barbara A. Crawford 《科学教学研究杂志》2007,44(4):613-642
This study examined the knowledge, beliefs and efforts of five prospective teachers to enact teaching science as inquiry, over the course of a one‐year high school fieldwork experience. Data sources included interviews, field notes, and artifacts, as these prospective teachers engaged in learning how to teach science. Research questions included 1) What were these prospective teachers' beliefs of teaching science? 2) To what extent did these prospective teachers articulate understandings of teaching science as inquiry? 3) In what ways, if any, did these prospective teachers endeavor to teach science as inquiry in their classrooms? 4) In what ways did the mentor teachers' views of teaching science appear to support or constrain these prospective teachers' intentions and abilities to teach science as inquiry? Despite support from a professional development school setting, the Interns' teaching strategies represented an entire spectrum of practice—from traditional, lecture‐driven lessons, to innovative, open, full‐inquiry projects. Evidence suggests one of the critical factors influencing a prospective teacher's intentions and abilities to teach science as inquiry, is the teacher's complex set of personal beliefs about teaching and of science. This paper explores the methodological issues in examining teachers' beliefs and knowledge in actual classroom practice. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 613–642, 2007. 相似文献
11.
Changing personal epistemologies in early childhood pre-service teachers using an integrated teaching program 总被引：1，自引：0，他引：1
This study investigated changes in pre-service teachers' personal epistemologies as they engaged in an integrated teaching program. Personal epistemology refers to individual beliefs about the nature of knowing and knowledge and has been shown to influence teaching practice. An integrated approach to teaching, based on both an implicit and explicit focus on personal epistemology, was developed by an academic team within a Bachelor of Education (Early Childhood). The teaching program integrated content across four units of study, modelling personal epistemologies implicitly through collaborative reflexive practice. The students were also required to engage in explicit reflections on their personal epistemologies. Quantitative measures of personal epistemology were collected at the beginning and end of the semester using the Epistemological Beliefs Survey (EBS) to assess changes across the teaching period. Results indicated that pre-service teachers' epistemological beliefs about the integration of knowledge became more sophisticated over the course of the teaching period. Qualitative data included pre-service teachers' responses to open ended questions and field experience journal reflections about their perceptions of the teaching program and were collected at the end of the semester. These data showed that pre-service teachers held different conceptions about learning as integration, which provided a more nuanced understanding of the EBS data. Understanding pre-service teachers' epistemological beliefs provides promising directions for teacher preparation and professional enrichment. 相似文献
12.
Hassan H. Tairab 《Research in Science & Technological Education》2013,31(2):235-250
This study explored views held by pre-service and in-service science teachers regarding the nature of science and technology particularly: (a) the characteristics of science and technology; (b) the aim of science and scientific research; (c) the characteristics of scientific knowledge and scientific theories; and (d) the relationship between science and technology. The views held by science teachers at pre-service and in-service levels were assessed using a questionnaire. The findings revealed that generally science teachers at both pre-service and in-service levels showed similar views in relation to the nature of science and technology. While the participants displayed mix views regarding science as content oriented or process oriented, technology was viewed as an application of science. Implications of these views for classroom teaching and learning are presented. 相似文献
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15.
Lynn A. Bryan 《科学教学研究杂志》2003,40(9):835-868
This study, conducted from a constructivist perspective, examined the belief system of a prospective elementary teacher (Barbara) about science teaching and learning as she developed professional knowledge within the context of reflective science teacher education. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs. Her foundational beliefs concerned (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. Her dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in lifelong science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well grounded in experience, embraced a hands‐on approach and predominantly guided her vision of practice. The findings accentuate the complexity and nestedness of teachers' belief systems and underscore the significance of identifying prospective teachers' beliefs, espoused and enacted, for designing teacher preparation programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 835–868, 2003 相似文献
16.
Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students’ knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students’ learning. This seems to be due to the inability to differentiate the beliefs about their students’ learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers’ beliefs about their own learning are identical to those about their students’ learning. Using a sample of pre-service teachers, we measured general beliefs about “constructivist” and “transmissive” learning and science-specific beliefs about “connectivity” and “taking pre-concepts into account”. We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students’ science learning remain closely tied to their own. 相似文献
17.
Nasser Mansour 《International Journal of Science Education》2013,35(7):1230-1275
To gain a better understanding of teachers’ beliefs about teaching, as compared with their in-reality classroom practices, case studies were constructed with four science teachers in different schools in Egypt. The main aims of this article were to provide an answer to the research question, ‘To what extent do science teachers’ beliefs correspond to their practices?’ and to explore the contextual factors that can explain the difference, the consistency or inconsistency, between teachers' beliefs and practices. The study collected data for each teacher using semi-structured interviews, notes taken while observing classes, and teachers’ notes, journals, and lesson plans concerned with STS lessons. The data were analysed using the constant comparative method around common themes, which were identified as distinctive features of teachers’ beliefs; these same themes were then compared with their practices. Results showed that a few of the in-service science teachers’ pedagogical beliefs aligned with constructivist philosophy. Some of the teachers’ beliefs were consistent with their practices, especially the traditional beliefs, while some of teachers’ practices were conflicted with their beliefs in different contexts. 相似文献
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19.
Andrew Gilbert 《Early Childhood Education Journal》2009,36(5):431-438
This study utilized pre-service teachers’ philosophy statements to connect their beliefs for science teaching with inquiry-based
constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective
teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process
approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist,
inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage
prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence. 相似文献
20.
Chin-Chung Tsai 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):193-205
This study was conducted to explore the interplay between students’ scientific epistemological beliefs and their perceptions of constructivist learning environments. Through analysing 1,176 Taiwanese tenth-graders’ (16-year-olds) questionnaire responses, this study found that students tended to perceive that actual learning environments were less constructivist orientated than what they preferred. Students having epistemological beliefs more orientated to constructivist views of science (as opposed to empiricist views about science) tended to have a view that actual learning environments did not provide sufficient opportunities for social negotiations (p < 0.01) and prior knowledge integration (p < 0.01); and moreover, they show significantly stronger preferences to learn in the constructivist learning environments where they could (1) interact and negotiate meanings with others (p < 0.001), (2) integrate their prior knowledge and experiences with newly constructed knowledge (p < 0.001) and (3) meaningfully control their learning activities (p < 0.001). The main thrust of the findings drawn from this study indicates that teachers need to be very aware of students’ epistemological orientation towards scientific knowledge, and to complement these preferences when designing learning experiences, especially to provide constructivist-based lessons to enhance science learning for students who are epistemologically constructivist orientated. 相似文献