Publicação: Volume
35, Number 11, 1 July 2013 , pp. 1800-1823(24)
Título do artigo: Elementary Teachers'
Classroom Practices and Beliefs in Relation to US Science Education Reform:
Reflections from within
Abstract:
This study unveils the stories of 3 public school
elementary teachers from the USA who reflected on their beliefs about science
education reform, and implementation of the reform in their classroom teaching,
in response to state recommendations for change in science education. The
teachers' stories show how various factors assisted or impeded the
implementations of reform in their teaching, the various challenges related to
their grade-level teaching, and the teachers' personal struggles to make sense
of reform recommendations. Within each case study, we describe 4 common themes
from the teachers' interviews. These themes are related to teachers' science
teaching strategies, their science teaching efficacy beliefs about adopting
reform, the types of science learning outcomes teachers target, and the types
of teaching resources available to them. Implications for teacher education and
practice are discussed in relationship with study findings.
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