The Role of Science Teachers’ Beliefs in International Classrooms electronic resource From Teacher Actions to Student Learning / edited by Robert Evans, Julie Luft, Charlene Czerniak, Celestine Pea.
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TextPublication details: Rotterdam : SensePublishers : Imprint: SensePublishers, 2014Description: VI, 230 p. online resourceContent type: text Media type: computer Carrier type: online resourceISBN: 9789462095571Subject(s): education | Education | Education (general)DDC classification: 370 LOC classification: L1-991Online resources: Click here to access online
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Springer eBooksSummary: This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.
This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.
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