ERIC Number: EJ821338
Record Type: Journal
Publication Date: 2005-Feb
Abstractor: As Provided
Reference Count: 53
The Impact of Early Life History on Teachers' Beliefs: In-School and Out-of-School Experiences as Learners and Knowers of Science
Smith, Leigh K.
Teachers and Teaching: Theory and Practice, v11 n1 p5-36 Feb 2005
This qualitative study describes the differences in the lived experiences of two elementary teachers and the impact these differences have had on their beliefs and practices as teachers of science. Although both teachers experienced traditional, textbook-driven science instruction as students in schools, their experiences with science outside of school were markedly different. The teacher who had rich out-of-school experiences with science was able to embrace reform and teach from a constructivist stance in her classroom, while the other teacher was more comfortable using a traditionalist model of teaching. A discussion comparing and contrasting these findings related to current literature about teachers' beliefs, backgrounds and practices is provided. Implications for teacher educators and parents are discussed.
Descriptors: Constructivism (Learning), Teacher Attitudes, Teacher Background, Teaching Experience, Teaching Styles, Early Experience, Scientific Attitudes, Individual Differences, Questionnaires, Classroom Observation Techniques, Interviews, Comparative Analysis, Elementary School Teachers, Science Teachers, Traditionalism, Theory Practice Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A