Science teacher types: A study of beliefs about the importance of specific teaching behaviors

Development of teacher beliefs through online instruction: A one-year study of middle school science and mathematics teachers’ beliefs about teaching and learning

“…First, both science methods instructors did not assume the teacher participants held similar beliefs about teaching and learning (Cronin-Jones, 1991). Second, based on this assumption, instructors included activities and assignments that were designed to elicit and challenge teacher beliefs (Brousseau & Freeman, 1998;Horak & Lunetta, 1979;Kagan, 1992). Specifically, both iSMART science methods courses were designed to elicit and challenge teacher beliefs by including explicit and reflective inquiry-based instruction, discussions, readings, and assignments.…”

“…Scholars have called for teacher education and professional development to purposefully elicit and challenge teacher beliefs as a means to influence decisions and practice (Brousseau & Freeman, 1998;Horak & Lunetta, 1979;Kagan, 1992). This may be difficult to do with teachers who already have extensive personal experiences in the classroom as both students and teachers (Pajares, 1992).…”

Administrators' Eye View of the Instructional Quality of Secondary School Science and Mathematics

“…The second type may know the subject but do a very poor job of communicating that knowledge (Turner, 1986). It was the purpose of this study to determine administrators' perceptions of the quality of science and mathematics instruction with a focus on (a) content knowledge and (b) communication skills as potential problem areas facing today's secondary school science and mathematics teachers (Good, Grouws, and Ebmeier, 1983;Horak and Lunetta, 1979).…”