A Case Study Examining Change in Teacher Beliefs through Collaborative Action Research

Autor/inn/en	Vaino, Katrin; Holbrook, Jack; Rannikmae, Miia
Titel	A Case Study Examining Change in Teacher Beliefs through Collaborative Action Research
Quelle	In: International Journal of Science Education, 35 (2013) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.736034
Schlagwörter	Action Research; Teaching Methods; Technological Literacy; Feedback (Response); Teacher Attitudes; Scientific Literacy; Cooperation; Science Teachers; Chemistry; Attitude Change; Case Studies; Program Implementation; Interviews; Positive Attitudes; Reflection; Faculty Development; Inservice Teacher Education; Secondary School Teachers; Foreign Countries; Science Instruction; Estonia + Suchen Sie Ihr Suchwort? Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Lehrerverhalten; Co-operation; Kooperation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Attitudinal change; Einstellungsänderung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lehrerfortbildung; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Estland
Abstract	The main goal of this study was to explore the role of collaborative action research in eliciting change in teacher beliefs. The beliefs were those of five chemistry teachers in implementing a new teaching approach, geared to enhancing students' scientific and technological literacy (STL). The teacher beliefs were analysed based on Ajzen's Theory of Planned Behaviour (2005) by looking at the teacher's (a) attitude towards implementing STL modules, (b) perceived subjective norms, and (c) behavioural control regarding the new teaching approach. After an introductory year, when teachers familiarised themselves with the new approach, a collaborative action research project was initiated in the second year of the study, helping teachers to minimise or overcome initially perceived constraints when implementing STL modules in their classroom. The processes of teacher change and the course of the project were investigated by teacher interviews, teacher informal commentaries, and meeting records. The formation of positive beliefs towards a STL approach increased continuously, although its extent and character varied depending on the teacher. The close cooperation, in the format of collaborative action research and especially through teacher group reflections and perceived collegial support, did support teacher professional development including change in their beliefs towards the new teaching approach. Additionally, positive feedback gained from other teachers through running a two-day in-service course in year three helped to strengthen all five teachers' existing beliefs towards the new approach. The current research demonstrated that perceived constraints, where identified, can be meaningfully addressed by teachers, through undertaking collaborative action research. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10