Modelling the Sociocultural Contexts of Science Education: The Teachers’ Perspective

Abstract

A growing body of research argues that teachers' beliefs and practices should be studied within the sociocultural contexts of their work because the relationship between their beliefs and practices is both complex and context-dependent. There is a need for further research in this area in understudied contexts such as developing countries, in order to promote effective education in schools and the professional development of teachers. This paper argues that if this 'black box' of sociocultural contexts in which science teachers are embedded is better understood, it may be possible to identify specific aspects of these contexts related to educational organizations that act as either supports or barriers to pedagogical reform or to implementing innovations in science education. Consequently, the main purpose of this study is to explore the sociocultural contexts of ten Egyptian science teachers and to what extent these sociocultural contexts help in understanding teachers' pedagogical beliefs and practices. This paper, by utilizing a multi-grounded theory approach and qualitative methods, reveals a variety of sociocultural contexts that are related to teachers' pedagogical beliefs and practices.

Aprendizaje docente y reestructuración de sus creencias en los procesos de desarrollo profesional y gestión escolar

“…Los estudios sobre historias de vida y biografías de los maestros han identificado que sus creencias acerca de la enseñanza son influidas por las experiencias personales de cuando estos fueron estudiantes (Ertmer, 2006;Mansour, 2013, Nespor, 1985, Pajares, 1992Woolfolk, et al 2012). Nespor (1985) encontró que es probable que una experiencia crucial cuando se es estudiante o bien, la influencia de algún maestro, puede producir recuerdos que sirven como inspiración y modelo para el desarrollo de la propia práctica cuando se es profesor.…”

“…Nespor (1985) encontró que es probable que una experiencia crucial cuando se es estudiante o bien, la influencia de algún maestro, puede producir recuerdos que sirven como inspiración y modelo para el desarrollo de la propia práctica cuando se es profesor. Esto también fue documentado por Mansour (2013) en un estudio en el que participaron diez docentes de ciencias en preparatoria, al reportar que 6 señalaron que el nivel de conocimiento e interés en los temas científicos que tenían sus maestros crearon en ellos recuerdos positivos cuando fueron estudiantes y les ayudaron a desarrollar sus propios métodos de enseñanza. Woolfolk et al (2012) señalan que las creencias de maestros en ejercicio influyen en la aceptación de nuevos planteamientos pedagógicos o reformas educativas.…”

The Role of Cultural Contexts in Research Design Decisions

“…This is why we have seen modern curricula and teaching approaches being drawn into the local context of the Gulf countries as a means of alternatives to education that has been perceived by international powers to be in need of modernization but not considered from the local perspective (Hayes et al 2015). On the other hand, research in areas of teacher work in particular suggests that this modernization does not necessarily take place within practitioner attitudes toward education and that strong religious and regional influences still underlie pedagogical practices in schools (Ali & Al-Kazemi 2007;Mansour, 2013).…”

“…Mansour (2013), for instance, argues that it is imperative that we consider teachers' views and perspectives on education and their own profession as they are crucial in understanding educational provision. This article will argue that it is also important to consider how teachers view the research process and its goals before making decisions regarding the study methods.…”

“…As teachers' personal experiences and religious beliefs seem to perpetuate their work, it is also plausible that they play a role in teachers' attitudes toward research about this work. Mansour (2013) finds that teachers' own religious beliefs and societal values influence their perspectives on teaching and learning before entering a teacher training course, which in turn affected how they engaged with their training program. The same is said about the research process as research literature on the Arabian Gulf, suggests that cultural beliefs become salient when participants engage with a particular research method (e.g., Thomas, 2008).…”