ERIC Number: EJ1244864
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1554-5210
EISSN: N/A
A Longitudinal Study of a New Science Teacher's Beliefs and Classroom Practices
Dogan, Ozgur Kivilcan; Cakir, Mustafa; Tillotson, John W.; Young, Monica; Yager, Robert E.
International Journal of Progressive Education, v16 n1 p84-99 2020
Teachers' educational beliefs influence their decisions and actions before, during, and after class. Classroom actions are a result of decision-making processes wherein teachers judge how they can teach effectively. The early years of teaching profession is important in shaping new teachers' practices in accordance with their beliefs. This study identifies how the beliefs and classroom practices of a new science teacher change within the first three years of working. This study's participant was a new high-school science teacher in Midwestern United States. Changes were investigated by employing qualitative research methods. Data for this longitudinal case study were gathered from interviews, questionnaires, and classroom observations for three years. The findings show that teachers cannot practice their reformist beliefs without experiencing real class environments.
Descriptors: Beginning Teachers, High School Teachers, Science Teachers, Teacher Attitudes, Beliefs, Teaching Methods, Change, Work Environment, Teaching Styles, Interpersonal Relationship, Power Structure, Teacher Competencies
International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0455819