ERIC Number: EJ1167766
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Pedagogical Transitions among Science Teachers: How Does Context Intersect with Teacher Beliefs?
Teachers and Teaching: Theory and Practice, v24 n2 p151-165 2018
This paper examines attitudes to pedagogical change, among teachers within a second level science department in Ireland. It explores the beliefs and contextual constraints that mediate diversification from a primarily didactic pedagogical approach towards more student-led pedagogies. Using a multi-method approach incorporating observations of teaching, focus group interviews, one to one interviews and open-ended questionnaires, findings were analysed inductively to generate a number of themes. The findings suggest that a teacher's sense of identity and beliefs are significant influences on their predisposition towards pedagogical change. Interestingly, the middle class, academic context of the school and the terminal Leaving Certificate state examination, were both identified as latent contextual barriers to pedagogical change. The implementation of curricular reform at Junior Cycle level in Ireland is ongoing, with a new science specification in place since September 2016. This specification has a significant student-led and skill-based emphasis and varied pedagogical approaches are necessary to effectively deliver this new curriculum. Professional development is available to assist teachers with the curricular reform. However, findings in this paper suggest that intrinsic beliefs and contextual constraints may limit access to, or meaningful engagement with such training, negating pedagogical change for some teachers and their students.
Descriptors: Science Instruction, Science Teachers, Beliefs, Transitional Programs, Foreign Countries, Teacher Attitudes, Qualitative Research, Case Studies, Questionnaires, Semi Structured Interviews, Focus Groups, Faculty Development, Mixed Methods Research
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A