Science Teacher Beliefs in Conflict-Affected Zones of Jammu and Kashmir

Autor/inn/en	Koul, Rehka; Bansal, Garima
Titel	Science Teacher Beliefs in Conflict-Affected Zones of Jammu and Kashmir
Quelle	In: Cultural Studies of Science Education, 18 (2023) 2, S.423-446 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-023-10181-4
Schlagwörter	Science Teachers; Teacher Attitudes; Outcomes of Education; Classroom Techniques; Conflict; Foreign Countries; Science Instruction; Teaching Methods; Role of Education; Teacher Role; Conflict Resolution; India + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lernleistung; Schulerfolg; Klassenführung; Konflikt; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsauftrag; Lehrerrolle; Conflict solving; Konfliktlösung; Konfliktregelung; Indien
Abstract	This study examines science teacher beliefs working in the conflict-affected zones of Jammu and Kashmir. Research in these areas indicates that teacher beliefs influence their classroom practices and student learning outcomes and that teacher beliefs are highly context sensitive. Using data collected from a questionnaire and focussed group discussions, this research elucidates science teachers' beliefs regarding how conflict affects classroom practices, conflict and teaching issues, the multifaceted role of teachers in conflict-affected zones, the role of science education in ameliorating conflict, and the changing role of teachers during three decades of active conflict in Jammu and Kashmir. A nuanced picture of teacher beliefs originated from this study suggesting that despite challenges teachers are committed to children's academic, cognitive, and psychosocial growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01