PRESERVICE TEACHERS’ INSTRUCTIONAL BELIEFS AND EXAMINATION OF CONSISTENCY BETWEEN BELIEFS AND PRACTICES

The purposes of this study were to determine preservice physics teachers’ instructional beliefs and to investigate the relationship between their beliefs and practices. The theoretical framework was based on the combination Haney & McArthur’s ( Science Education , 86(6):783–802, 2002 ) research...

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Bibliographic Details
Published in:International journal of science and mathematics education 2009-12, Vol.7 (6), p.1173-1199
Main Authors: Ogan-Bekiroglu, Feral, Akkoc, Hatice
Format: Article
Language:English
Subjects:
Beginning Teachers
Beliefs
Constructivism (Learning)
Data Collection
Education
Educational Practices
Interviews
Mathematics Education
Observation
Physics
Preservice Teachers
Science Education
Systems Approach
Teacher Attitudes
Teaching Methods
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Summary:The purposes of this study were to determine preservice physics teachers’ instructional beliefs and to investigate the relationship between their beliefs and practices. The theoretical framework was based on the combination Haney & McArthur’s ( Science Education , 86(6):783–802, 2002 ) research and Ford’s ( 1992 ) motivation systems theory. A multicase study design was utilized for the research in order to focus on a belief–practice relationship within several examples. Semistructured interviews, observations, and preservice teachers’ written documents were used to collect data. Results showed that most preservice teachers held instructional beliefs aligned with constructivist philosophy. Some of the preservice teachers’ beliefs were consistent with their practices while some of them presented different practices from their beliefs in different placements.
ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-009-9157-z