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ERIC Number: EJ1103257
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0022-0671
Beliefs Systems and Classroom Practices: Identified Typologies of Elementary School Teachers from the United States
Thomson, Margareta Maria; Nietfeld, John L.
Journal of Educational Research, v109 n4 p360-374 2016
In a mixed-methods study, the authors investigate teacher typologies of elementary teachers (N = 132) in the United States based on their reformed science teaching beliefs. Additionally, the identified teacher typologies were compared with respect to their science content knowledge, self-efficacy and epistemic beliefs. Results revealed three clusters of teachers with different combinations of teaching beliefs and practices. Comparative analysis indicated significant differences among teacher typologies with respect to their epistemic beliefs and teaching efficacy beliefs. Additionally, interview results enhanced the depth of understanding of participants' views for reformed science teaching and further highlighted differences in the typologies. Study implications are considered with regard to improving teacher quality and preservice teacher training.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A