Elementary teachers' ideas about effective science teaching: a longitudinal study
نویسنده
چکیده
Beginning elementary teachers face numerous challenges in engaging in effective science teaching, and the expectations for elementary science teaching are becoming even more demanding. Since teachers' beliefs mediate their practice, characterizing their beliefs about effective science teaching can yield insights about ways to support beginning elementary teachers as they learn to teach science. This longitudinal study follows six elementary teachers in their early years of teaching. Five conceptions of effective science teaching are identified. In addition, though the teachers' beliefs are largely consistent over time—indicating that these are, indeed, central beliefs within their beliefs systems—a move away from reform-oriented practices is identified for most of the teachers in their third year of teaching. Implications for teacher preparation and induction point to the importance of supporting teachers in understanding the rationales behind reforms such as inquiry-oriented science teaching and engaging students in scientific practices.
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