Pre-service Science Teachers’ Teaching Beliefs: Responding to ‘Which’, ‘How’ and ‘Why’ Questions

Q2 Social Sciences Action in Teacher Education Pub Date : 2020-04-02 DOI:10.1080/01626620.2019.1650842

Eralp Bahçivan, Yasin Aydın

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引用次数: 3

Abstract

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.

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职前科学教师的教学信念：对“哪一个”、“如何”和“为什么”问题的回应

摘要本研究旨在探索职前科学教师信念的综合信念系统模型，并探讨这些信念相互一致的原因和如何相互一致。顺序解释性研究设计指导了研究，定量方法紧随定性方法。参与定量研究的有955名pst。数据集的结构方程模型分析结果表明，学生的抑郁信念与他们的认识论信念有关，后者的信念预测了他们的教学观念。12名pst参与了一项采用多案例研究设计的后续研究。这一步的结果表明，PST的信念和经历之间存在关系。此外，如果经验和外围信念之间存在不一致，则关系偏向于经验。因此，经验偏差校准确定中心信念对外围信念的影响大于反之亦然。鉴于这些结果，提出了某些含义。

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来源期刊

Action in Teacher Education Social Sciences-Education

CiteScore

2.30

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0.00%

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