Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6851205 | Teaching and Teacher Education | 2014 | 13 Pages |
Abstract
This study explored the content and structure of physics teachers' beliefs on teaching and learning in general in relation to their domain-specific beliefs. A questionnaire was administered to secondary school teachers in physics (NÂ =Â 126) in the Netherlands. The results showed that beliefs about the general and domain-specific goals of physics education formed an interrelated belief system consisting of content-oriented and student-oriented beliefs. Moreover, teachers agreed with the importance of both teacher-regulated and student-regulated learning. Therefore, research on teachers' beliefs should go beyond the often used dichotomy between 'teacher-focused' versus 'student-focused' education by focusing on the rationale behind 'appropriate' teaching behavior.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Nelleke A.H. Belo, Jan H. van Driel, Klaas van Veen, Nico Verloop,