Investigating coherence among Turkish elementary science teachers' teaching belief systems, pedagogical content knowledge and practice
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Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Edith Cowan Univ
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with three in-service science teachers. Cases were selected based on participant's personal epistemology. Data were collected through interviews and classroom observations. Content analyses showed that when science teachers presented characteristics of autonomous self-construal more than related self-construal, they had a more advanced personal epistemology. In addition, these beliefs shaped participants' conceptions of teaching and learning science as well as self-efficacy beliefs, knowledge and practice. Given these results, it is important for social psychologists to collaborate with science teachers to support their self-construal.
Açıklama
Anahtar Kelimeler
science teaching belief system, Self-Construal, Epistemological Beliefs, Conceptions of Teaching and Learning, Self-Efficacy Beliefs, Pedagogical Content Knowledge
Kaynak
Australian Journal Of Teacher Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
41
Sayı
10
