Nestedness of Beliefs: Examining a Prospective Elementary Teacher's Belief System about Science Teaching and Learning

Autor/in	Bryan, Lynn A.
Titel	Nestedness of Beliefs: Examining a Prospective Elementary Teacher's Belief System about Science Teaching and Learning
Quelle	In: Journal of Research in Science Teaching, 40 (2003) 9, S.835-868 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.10113
Schlagwörter	Teaching Methods; Scientific Concepts; Beliefs; Science Teachers; Constructivism (Learning); Preservice Teacher Education; Science Instruction; Teacher Attitudes; Elementary School Teachers; Interviews; Profiles; Observation; Student Role; Learning Processes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik; Charakterisierung; Profilanalyse; Beobachtung; Learning process; Lernprozess
Abstract	This study, conducted from a constructivist perspective, examined the belief system of a prospective elementary teacher (Barbara) about science teaching and learning as she developed professional knowledge within the context of reflective science teacher education. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs. Her foundational beliefs concerned (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. Her dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in lifelong science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well grounded in experience, embraced a hands-on approach and predominantly guided her vision of practice. The findings accentuate the complexity and nestedness of teachers' belief systems and underscore the significance of identifying prospective teachers' beliefs, espoused and enacted, for designing teacher preparation programs. (Contains 2 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10