Pre-service science teachers’ epistemological beliefs and teaching reforms in Tanzania
| Autor: | Albert Tarmo |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Semi-structured interview
LB1555 LB1775 Teaching method tanzania teacher change teacher belief Science education lcsh:Education (General) Education Body of knowledge learner-centred pedagogy Pedagogy Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences teacher education LB1025 biology 05 social sciences science teaching LB1603 050301 education Science teachers LB1705 biology.organism_classification Teacher education Tanzania Scientific literacy lcsh:L7-991 Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | Cogent Education, Vol 3, Iss 1 (2016) |
| ISSN: | 2331-186X |
| Popis: | In an effort to understand why recent initiatives to promote learner-centred pedagogy in science teaching made a little change in the actual teaching practices of science teachers, this study explored pre-service science teachers’ beliefs about science knowledge and their teaching practices. Six pre-service science teachers were interviewed to explore their beliefs. Moreover, lessons taught by pre-service teachers were observed to see how their beliefs manifest in their teaching practices. This was followed by post-observation interviews focusing on critical incidences observed. Findings showed that pre-service science teachers hold dualist views about science. They viewed science knowledge to be simple, rigid and derivative of specific bodies of knowledge handed down by authorities such as textbooks and experts. Consistent with their beliefs, pre-service teachers asked factual questions and sought pre-determined textbook-based answers from students. They adopted transmissive teaching strategies to propagate textbook-based science knowledge. It was concluded that the way science teachers uptake the aspired learner-centred teaching may be partly due to incompatible beliefs they hold. |
| Databáze: | OpenAIRE |
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