ERIC Number: EJ1167816
Record Type: Journal
Publication Date: 2018-Feb
Abstractor: As Provided
Do Science Teachers Distinguish between Their Own Learning and the Learning of Their Students?
Brauer, Heike; Wilde, Matthias
Research in Science Education, v48 n1 p105-116 Feb 2018
Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to differentiate the beliefs about their students' learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers' beliefs about their own learning are identical to those about their students' learning. Using a sample of pre-service teachers, we measured general beliefs about "constructivist" and "transmissive" learning and science-specific beliefs about "connectivity" and "taking pre-concepts into account". We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students' science learning remain closely tied to their own.
Descriptors: Science Teachers, Teacher Attitudes, Beliefs, Faculty Development, Preservice Teachers, Self Concept, Constructivism (Learning), Experience, Teaching Methods, Learning Strategies
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A