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ERIC Number: EJ1061027
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 76
ISSN: EISSN-1306 3065
"Uncentering" Teacher Beliefs: The Expressed Epistemologies of Secondary Science Teachers and How They Relate to Teacher Practice
Dolphin, Glenn R.; Tillotson, John W.
International Journal of Environmental and Science Education, v10 n2 p21-38 2015
This multi-university, three-year longitudinal study examined the relationship among seven secondary science teachers' personal, student and scientific epistemologies. Paying close attention to each participant's use of metaphor when speaking about his/her learning, students' learning and the products/processes of science, we were able to discern each participant's epistemological stance as indicating the acquisition metaphor of learning or the participation metaphor of learning or some combination of the two (pluralistic). We compared video recordings of each participant's classroom teaching practice to develop an understanding for how their epistemological stance might relate to that practice. Based on our results, we contradict the current paradigm that beliefs guide practice, by positing that practice might actually determine beliefs. Where teachers having more field experiences were more likely to talk about learning through doing (participation) and those whose practice emphasized knowledge transfer, adhered to the acquisition metaphor for student learning. If teacher practice influenced their beliefs, this has profound implications for the structure of teacher education programs.
International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: 0455819