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Are teachers walking the talk or just talking the talk in science education?

Keys, Philip M. (2004). Are teachers walking the talk or just talking the talk in science education?. In: Baker, M. and Piburn, M 2004 NARST Annual International Conference, Vancouver, Canada, 1-3 April 2004.

Document type: Conference Paper
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Author Keys, Philip M.
Title Are teachers walking the talk or just talking the talk in science education?
Conference Name 2004 NARST Annual International Conference
Conference Location Vancouver, Canada
Conference Dates 1-3 April 2004
Conference Publication Title Proceedings of the NARST 2004 Annual Meeting : Excellence in Science Teaching for All
Editor Baker, M.
Piburn, M
Place of Publication Vancouver, Canada
Publisher National Association for Research in Science Teaching
Publication Year 2004
Total Pages 17
Field of Research 1303 - Specialist Studies in Education
HERDC Category E1 - Conference Publication (DEST)
Abstract Actions speak louder than words. Teachers may verbally agree with curriculum change but seldom do their statements match up with their classroom practice and, as a result, the intended curriculum is never fully implemented. The study described below reports on how primary and secondary teachers' statements of belief, otherwise referred to as expressed beliefs, influenced the implementation of a new science curriculum. Through the methodology of educational criticism the results revealed that teachers made use of a set of expressed beliefs to influence the direction of the science curriculum. Teachers' expressed beliefs were categorized into four subsets: platonic expressed beliefs, organizational beliefs, associated beliefs and transitional beliefs. The outcome of this study provides leaders in educational reform with an understanding of the influence of teachers' beliefs in the direction of curriculum change.
Keyword Beliefs
Change
Craft knowledge
Primary teachers
Science education
Secondary teachers
Teacher knowledge
Additional Notes Published in: Teachers and Teaching: theory and practice, v.11, no.5, 2005
Description for Link Link to published version
URL http://www.tandfonline.com/doi/full/10.1080/13540600500238527
 
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