Challenging Science Teachers' Beliefs and Practices through a Video-Case-Based Intervention in China's Primary Schools

Autor/inn/en	Sang, Guoyuan; Valcke, Martin; van Braak, Johan; Zhu, Chang; Tondeur, Jo; Yu, Kailian
Titel	Challenging Science Teachers' Beliefs and Practices through a Video-Case-Based Intervention in China's Primary Schools
Quelle	In: Asia-Pacific Journal of Teacher Education, 40 (2012) 4, S.363-378 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2012.724655
Schlagwörter	Self Efficacy; Intervention; Teaching Methods; Statistical Analysis; Foreign Countries; Control Groups; Experimental Groups; Video Technology; Science Teachers; Constructivism (Learning); Elementary School Teachers; Teacher Attitudes; Attitude Change; Outcomes of Education; China + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Lernleistung; Schulerfolg
Abstract	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. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10