Investigating Coherence among Turkish Elementary Science Teachers' Teaching Belief Systems, Pedagogical Content Knowledge and Practice

Autor/inn/en	Bahcivan, Eralp; Cobern, William W.
Titel	Investigating Coherence among Turkish Elementary Science Teachers' Teaching Belief Systems, Pedagogical Content Knowledge and Practice
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 10, S.63-86, Artikel 5 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Elementary School Science; Elementary School Teachers; Pedagogical Content Knowledge; Science Teachers; Teaching Methods; Inservice Teacher Education; Teacher Attitudes; Epistemology; Content Analysis; Self Efficacy; Science Instruction; Science Education; Qualitative Research; Teacher Education Programs; Scientific Concepts; Case Studies; Semi Structured Interviews; Observation; Turkey + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Science; Science teacher; Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Lehrerverhalten; Erkenntnistheorie; Inhaltsanalyse; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Qualitative Forschung; Case study; Fallstudie; Case Study; Beobachtung; Türkei
Abstract	This study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with three in-service science teachers. Cases were selected based on participant's personal epistemology. Data were collected through interviews and classroom observations. Content analyses showed that when science teachers presented characteristics of autonomous self-construal more than related self-construal, they had a more advanced personal epistemology. In addition, these beliefs shaped participants' conceptions of teaching and learning science as well as self-efficacy beliefs, knowledge and practice. Given these results, it is important for social psychologists to collaborate with science teachers to support their self-construal. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01