Exploring In-Service Science Teachers' Beliefs about Goals or Purposes of Science Teaching

Autor/inn/en	Maseko, Bob; Khoza, Hlologelo Climant
Titel	Exploring In-Service Science Teachers' Beliefs about Goals or Purposes of Science Teaching
Quelle	In: Journal of Baltic Science Education, 20 (2021) 3, S.456-470 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Maseko, Bob) ORCID (Khoza, Hlologelo Climant)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Science Teachers; Secondary School Teachers; Beliefs; Educational Objectives; Science Education; Physical Sciences; Scientific Concepts; Concept Teaching; Goal Orientation; Urban Schools; Pedagogical Content Knowledge; Relevance (Education); Foreign Countries; Malawi + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Educational objective; Bildungsziel; Erziehungsziel; Naturwissenschaftliche Bildung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Zielorientierung; Zielvorstellung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pädagogische Kompetenz; Relevance; Relevanz; Ausland
Abstract	Research indicates that teachers' beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers' self-reported and enacted goals or purpose of science teaching, respectively. A deductive analysis approach was used to analyze interview and classroom observation transcripts, to understand the teacher's goals or purposes. Results reveal that while teachers have multiple self-reported goals or purpose of science teaching, most of these are not enacted during teaching in the classrooms. This suggests the topic-specific nature of the goals or purposes. Results also show that all the teachers were not aware of the self-as-explainer goal or purpose of science teaching both during interviews and instruction. These findings are discussed, and implications are proposed for science in-service teacher professional development and pre-service teachers' training programs. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01