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

Keys, Philip M. (2005). Are teachers walking the walk or just talking the talk in science education?. Teachers and Teaching: theory and practice,11(5):499-516.

Document type: Journal Article
Citation counts: Scopus Citation Count Cited 11 times in Scopus Article | Citations
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Title Are teachers walking the walk or just talking the talk in science education?
Author Keys, Philip M.
Journal Name Teachers and Teaching: theory and practice
Publication Date 2005
Volume Number 11
Issue Number 5
ISSN 1354-0602   (check CDU catalogue open catalogue search in new window)
Scopus ID 2-s2.0-33846638407
Start Page 499
End Page 516
Total Pages 18
Place of Publication United Kingdom
Publisher Routledge
Field of Research 1303 - Specialist Studies in Education
HERDC Category C1 - Journal Article (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.
Keywords Beliefs
Craft knowledge
Primary teachers
Science education
Secondary teachers
Teacher knowledge
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Created: Fri, 12 Sep 2008, 08:35:25 CST by Administrator