NDLI: Pre-service primary school teachers’ beliefs about learning and teaching science

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Pre-service primary school teachers’ beliefs about learning and teaching science

Content Provider	Semantic Scholar
Author	Studhalter, Ueli Saalbach, Henrik Leuchter, Miriam Tettenborn, Annette
Copyright Year	2013
Abstract	Beliefs about learning and teaching are critical components of teachers' professional competence. They have been shown to affect children's learning at school. In particular, constructivism-based beliefs of learning and teaching, in contrast to transmission-based views, are related to a deeper learning. Identifying, evaluating, and challenging teachers' beliefs should thus be an integral part of teachers' professional training and development. This is particularly true for training in science teaching, where teachers are usually faced with students' deep-rooted misconceptions about natural phenomena. The aim of this crosssectional study was to examine whether and to what extent pre-service primary school teachers change their beliefs about science learning and teaching in the course of their education program, which contains courses specifically designed to challenge such beliefs. Furthermore, we examined to what extent this change depends on their science-specific selfefficacy, content knowledge and general educational level. Our findings revealed significant differences across second-, and third-year students. These differences were related to an increase in beliefs associated with learning as conceptual change on the one hand, and to a decrease in transmission-based views on the other. Interestingly, cohort-specific differences of conceptual-change-based views were significantly moderated by self-efficacy. Furthermore, significant relationships could be found between the students' beliefs and content knowledge. Implications of these findings for teacher education and professional development will be discussed.
File Format	PDF HTM / HTML
DOI	10.3929/ethz-a-010060858
Alternate Webpage(s)	https://www.research-collection.ethz.ch/bitstream/handle/20.500.11850/79649/eth-7999-01.pdf?isAllowed=y&sequence=1
Alternate Webpage(s)	https://doi.org/10.3929/ethz-a-010060858
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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