From Traditional to Reform-Based Teaching Beliefs and Classroom Practices of Elementary Science Teachers (original) (raw)
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International Journal of Science Education, 2013
This study unveils the stories of 3 public school elementary teachers from the USA who reflected on their beliefs about science education reform, and implementation of the reform in their classroom teaching, in response to state recommendations for change in science education. The teachers' stories show how various factors assisted or impeded the implementations of reform in their teaching, the various challenges related to their grade-level teaching, and the teachers' personal struggles to make sense of reform recommendations. Within each case study, we describe 4 common themes from the teachers' interviews. These themes are related to teachers' science teaching strategies, their science teaching efficacy beliefs about adopting reform, the types of science learning outcomes teachers target, and the types of teaching resources available to them. Implications for teacher education and practice are discussed in relationship with study findings.
Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform
Journal of Research in Science Teaching, 2007
Understanding the interaction between internally constructed and externally imposed aspects of the teaching context may be the missing link between calls for school reform and teachers' interpretation and implementation of that reform. Although the context of the local school culture has a profound impact on teachers, there are other external forces that are specifically aimed at influencing teachers' pedagogical and curricular decisions. These externally imposed aspects of context include some of the existing tools of reform, such as national standards, mandated state core curricula, and related criterion-referenced testing. However, little is known about how these reform tools impact teachers' thinking about science and science teaching or how teachers respond to such tools. This study examined the interactions between individual teachers' beliefs about teaching and learning science in elementary school and the tools of reform that are imposed upon them. Comparative case studies were conducted in which two elementary teachers' science instruction, teaching context, and related beliefs were examined, described, and analyzed. In this study, the teachers' fundamental beliefs about science and what it means to teach and learn science influenced their interpretations of the sometimes contradictory messages of reform as they are represented in the standards, mandated curriculum, and end-of-level tests. Suggestions about what these findings mean for needed aspects of teacher professional development are offered. ß
1999
Consistent with the current reform movement in science education, the purpose of this study was to examine how the introduction of an innovative curriculum influenced teachers' beliefs. Six teachers each implemented an Acids & Bases Curriculum Unit in a variety of middle school settings. The teachers were interviewed regarding their beliefs prior to and after the unit. Using the constant comparative method, triangulation of data, and member checking, a number of themes emerged. This paper focuses on changes in the teachers' beliefs about assessment and the nature of science. Each of the changes in beliefs are correlated with the National Science Education Standards (National Research Council, 1996). The conclusion is that implementation of the Standards through use of an innovative curriculum is progress toward changing teachers' beliefs about assessment and the nature of science, but there are further difficulties associated with establishing reforms in the classroom. (Author/ASK) Reproductions supplied by EDRS are the best that can be made from the original document.
A Longitudinal Study of a New Science Teacher's Beliefs and Classroom Practices
International Journal of Progressive Education, 2020
Teachers' educational beliefs influence their decisions and actions before, during, and after class. Classroom actions are a result of decision-making processes wherein teachers judge how they can teach effectively. The early years of teaching profession is important in shaping new teachers' practices in accordance with their beliefs. This study identifies how the beliefs and classroom practices of a new science teacher change within the first three years of working. This study's participant was a new high-school science teacher in Midwestern United States. Changes were investigated by employing qualitative research methods. Data for this longitudinal case study were gathered from interviews, questionnaires, and classroom observations for three years. The findings show that teachers cannot practice their reformist beliefs without experiencing real class environments.
To what extent can we believe teacher reports about their practice? The extent of influence of teacher beliefs on their practice is an important question for investigators and evaluators of educational innovations who use teacher surveys or interviews as their main method(s) of gauging teacher practice. This paper investigates what the literature has said about the relationship between teacher beliefs and their practice in the classroom. It aims to bring together the key findings from a review of the relevant literature, and to discuss its implications for educational evaluation and research in science education. Several studies have examined the relationship between teacher beliefs and practice. However, findings have not been consistent because it is complex. Some researchers have reported a high degree of agreement between teacher beliefs and the practice of teaching whereas others have identified some inconsistencies. Some believe direct observation of lessons and of teachers’ decision-making and goals is necessary to know their beliefs. Few studies were found about beliefs in relation to specific subject matter knowledge and beliefs yet science teaching reforms are not likely to succeed unless some teachers' deeply held beliefs about science teaching and learning change. The paper discusses this issue.
International Journal of Research, 2013
Turkey following the footsteps of western education system is nowadays struggling to implement constructivist paradigm in its schools. The success of the integration of constructivist elements into the schools is heavily contingent upon the support of teachers. This necessitates that the ideas advocated in constructivist reform movements should be promoted adequately in the preparation of teacher candidates. Therefore, investigating the beliefs of prospective teachers regarding reformed science teaching and learning becomes crucially important for an accurate portrayal of the current structure of the teacher profiles. This study focuses on the beliefs of prospective elementary and science teachers regarding reformed science teaching and learning. An adapted version of the BARSTL (Beliefs about Reformed Science Teaching and Learning) questionnaire developed originally by Sampson, Grooms and Enderle (2013) was delivered to a total of 393 first-year elementary and science teachers. The...
In a mixed-methods study, the authors investigate teacher typologies of elementary teachers (N D 132) in the United States based on their reformed science teaching beliefs. Additionally, the identified teacher typologies were compared with respect to their science content knowledge, self-efficacy and epistemic beliefs. Results revealed three clusters of teachers with different combinations of teaching beliefs and practices. Comparative analysis indicated significant differences among teacher typologies with respect to their epistemic beliefs and teaching efficacy beliefs. Additionally, interview results enhanced the depth of understanding of participants' views for reformed science teaching and further highlighted differences in the typologies. Study implications are considered with regard to improving teacher quality and preservice teacher training.