Pre-Service Science Teachers' Teaching Beliefs: Responding to 'Which', 'How' and 'Why' Questions

Autor/inn/en	Bahçivan, Eralp; Aydin, Yasin
Titel	Pre-Service Science Teachers' Teaching Beliefs: Responding to 'Which', 'How' and 'Why' Questions
Quelle	In: Action in Teacher Education, 42 (2020) 2, S.120-136 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bahçivan, Eralp) ORCID (Aydin, Yasin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1650842
Schlagwörter	Preservice Teachers; Science Teachers; Beliefs; Student Experience; Depression (Psychology); Epistemology; Student Attitudes; Measures (Individuals); Foreign Countries; Turkey; Beck Depression Inventory + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Studienerfahrung; Erkenntnistheorie; Schülerverhalten; Messdaten; Ausland; Türkei
Abstract	This study was conducted to explore a comprehensive belief system model of pre-service science teachers' (PSTs') beliefs and to examine the reasons why and how these beliefs are in/consistent with each other. A sequential explanatory research design guided the study, with a quantitative approach being followed by a qualitative one. Participating in the quantitative research were 955 PSTs. The results of a structural equation modeling analysis of the dataset indicated that PSTs' depressive beliefs were related to their epistemological beliefs and that these latter beliefs predicted their teaching-learning conceptions. Twelve PSTs participated in a follow-up research that employed a multiple case research design. Results, at this step, indicated that there was a relationship between a PST's beliefs and experiences. Furthermore, if any inconsistencies between experiences and peripheral beliefs existed, the relationship was biased toward experiences. Therefore, the experience-biased calibration determined that central beliefs have a greater influence on peripheral beliefs than vice versa. Given these results, certain implications are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01