Potential Changes in Prospective Chemistry Teachers' Beliefs about Teaching and Learning--A Cross-Level Study

Autor/inn/en	Markic, Silvija; Eilks, Ingo
Titel	Potential Changes in Prospective Chemistry Teachers' Beliefs about Teaching and Learning--A Cross-Level Study
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 4, S.979-998 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9417-9
Schlagwörter	Beliefs; Chemistry; Science Teachers; Preservice Teachers; Preservice Teacher Education; Student Teacher Attitudes; Freehand Drawing; Qualitative Research; Classroom Environment; Behavioral Objectives; Epistemology; Beginning Teachers; Student Surveys; Educational Theories; Graduate Surveys; Grounded Theory; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Belief; Glaube; Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Drawing; Zeichnen; Qualitative Forschung; Klassenklima; Unterrichtsklima; Erkenntnistheorie; Junior teacher; Junglehrer; Schülerbefragung; Educational theory; Theory of education; Bildungstheorie; Ausland; Deutschland
Abstract	This paper presents a cross-level study of German student teachers' beliefs about teaching and learning chemistry. It covers different stages of their teacher training program. The study is based upon drawings of teaching situations, which were analyzed using an evaluation pattern developed using grounded theory. The qualitative scales analyze beliefs about classroom organization, teaching objectives, and epistemological beliefs. Data were collected from university freshmen, student teachers midway through their university teacher education program, and recently graduated teachers who had just finished their university program and are gaining experience as full-time teachers. The initial results reveal that the freshmen in our study profess very traditional beliefs about teaching and learning (characterized by teacher-centeredness and an understanding of learning as receptive consumption). The other two groups of trainees hold more modern beliefs about teaching and learning, which are in line with modern educational theory. Comparing the latter two groups shows that the student teachers midway through training appear to have the most modern teaching beliefs. Implications for teacher education will be addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10