Development of Teacher Beliefs through Online Instruction: A One-Year Study of Middle School Science and Mathematics Teachers' Beliefs about Teaching and Learning

Autor/in	Wong, Sissy S.
Titel	Development of Teacher Beliefs through Online Instruction: A One-Year Study of Middle School Science and Mathematics Teachers' Beliefs about Teaching and Learning
Quelle	2 (2016) 1, S.21-32 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-214X
Schlagwörter	Online Courses; Web Based Instruction; Educational Technology; Technology Uses in Education; Teaching Methods; Mathematics Instruction; Science Instruction; Mathematics Teachers; Science Teachers; Middle School Teachers; Graduate Study; Inquiry; Student Centered Learning; Teacher Attitudes; Attitude Change; Teaching Experience; Qualitative Research; Statistical Analysis; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Web Based Training; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Aufbaustudium; Graduiertenstudium; Hauptstudium; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Qualitative Forschung; Statistische Analyse
Abstract	Understanding teachers' beliefs is important because beliefs influence teacher decisions. In science, teacher beliefs have an impact on how science curriculum is interpreted and implemented in the classroom. With the push for science, technology, engineering, and mathematics (STEM) education in the United States, it is also critical to examine the beliefs of teachers who integrate science in the classroom. This study of 21 U.S. middle school science and mathematics teachers found that teachers' participation in the first year of a two-year graduate online program that emphasised inquiry-based instruction and student-centred frames of mind influenced participants' beliefs. Overall, participants moved toward holding more student-centred beliefs. When types of beliefs were disaggregated, participants' beliefs about teaching and about learning both moved toward a more student-centred position. Further, teachers' beliefs significantly changed regardless of their years of teaching experience. One surprising finding was that science teachers' beliefs changed significantly, while those of mathematics teachers did not. The findings from this study support the notion that formal knowledge has an impact on teacher beliefs. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01