Research article | Open Access
International Journal of Progressive Education 2020, Vol. 16(1) 84-99
A Longitudinal Study of a New Science Teacher's Beliefs and Classroom Practices
pp. 84 - 99 | DOI: https://doi.org/10.29329/ijpe.2020.228.7
Publish Date: February 09, 2020 | Single/Total View: 253/823 | Single/Total Download: 346/1.531
Abstract
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.
Keywords: epistemological beliefs; new science teachers; pedagogical beliefs; teacher beliefs
APA 7th edition
Dogan, O.K., Cakir, M., Tillotson, J.W., Young, M., & Yager, R.E. (2020). A Longitudinal Study of a New Science Teacher’s Beliefs and Classroom Practices. International Journal of Progressive Education, 16(1), 84-99. https://doi.org/10.29329/ijpe.2020.228.7
Harvard
Dogan, O., Cakir, M., Tillotson, J., Young, M. and Yager, R. (2020). A Longitudinal Study of a New Science Teacher’s Beliefs and Classroom Practices. International Journal of Progressive Education, 16(1), pp. 84-99.
Chicago 16th edition
Dogan, Ozgur Kivilcan, Mustafa Cakir, John W. Tillotson, Monica Young and Robert E. Yager (2020). "A Longitudinal Study of a New Science Teacher’s Beliefs and Classroom Practices". International Journal of Progressive Education 16 (1):84-99. https://doi.org/10.29329/ijpe.2020.228.7
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