A Longitudinal Study of a New Science Teacher's Beliefs and Classroom Practices

Autor/inn/en	Dogan, Ozgur Kivilcan; Cakir, Mustafa; Tillotson, John W.; Young, Monica; Yager, Robert E.
Titel	A Longitudinal Study of a New Science Teacher's Beliefs and Classroom Practices
Quelle	In: International Journal of Progressive Education, 16 (2020) 1, S.84-99 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dogan, Ozgur Kivilcan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Beginning Teachers; High School Teachers; Science Teachers; Teacher Attitudes; Beliefs; Teaching Methods; Change; Work Environment; Teaching Styles; Interpersonal Relationship; Power Structure; Teacher Competencies + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Lehrerverhalten; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Wandel; Arbeitsmilieu; Lehrstil; Unterrichtsstil; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrkunst
Abstract	Teachers' educational beliefs influence their decisions and actions before, during, and after class. Classroom actions are a result of decision-making processes wherein teachers judge how they can teach effectively. The early years of teaching profession is important in shaping new teachers' practices in accordance with their beliefs. This study identifies how the beliefs and classroom practices of a new science teacher change within the first three years of working. This study's participant was a new high-school science teacher in Midwestern United States. Changes were investigated by employing qualitative research methods. Data for this longitudinal case study were gathered from interviews, questionnaires, and classroom observations for three years. The findings show that teachers cannot practice their reformist beliefs without experiencing real class environments. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01