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A case study of an experienced teach...

Martin, Anita Marie Benna.

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A case study of an experienced teacher's beliefs and practice during implementation of an inquiry -based approach in her elementary science classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A case study of an experienced teacher's beliefs and practice during implementation of an inquiry -based approach in her elementary science classroom./
Author:	Martin, Anita Marie Benna.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	228 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-11, Section: A.
Contained By:	Dissertations Abstracts International70-11A.
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3347234
ISBN:	9781109023817

A case study of an experienced teacher's beliefs and practice during implementation of an inquiry -based approach in her elementary science classroom.
Martin, Anita Marie Benna.

A case study of an experienced teacher's beliefs and practice during implementation of an inquiry -based approach in her elementary science classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 228 p.

Source: Dissertations Abstracts International, Volume: 70-11, Section: A.

Thesis (Ph.D.)--The University of Iowa, 2008.

The purpose of this study was to examine the relationship between one teacher's beliefs and her practices. This study examined this relationship during the implementation of reform by the teacher in the area of science as recommended by the National Science Education Standards (NRC, 1996). This study was a single case study of one experienced elementary teacher who was implementing the Science Writing Heuristic (SWH) approach in her science classroom. The study's focus was on the relationship between the teacher's beliefs and her practice during this innovation, as well as the factors that influenced that relationship. Data were collected from multiple sources such as routinely scheduled interviews, classroom observations, researcher's fieldnotes, teacher's written reflections, professional development liaison reflections, student responses, video-tape analysis, think-aloud protocol, audio-tapes of student discourse, metaphor analysis, and Reformed Teacher Observation Protocol (RTOP) scores. Data analysis was conducted using two different approaches: constant comparative method and RTOP scores. Results indicate that a central belief of this teacher was her beliefs about how students learn. This belief was entangled with other more peripheral beliefs such as beliefs about the focus of instruction and beliefs about student voice. As the teacher shifted her central belief from a traditional view of learning to one that is more closely aligned with a constructivist' view, these peripheral beliefs also shifted. This study also shows that the teacher's beliefs and her practice were consistent and entwined throughout the study. As her beliefs shifted, so did her practice and it supports Thompson's (1992) notion of a dialectic relationship between teacher beliefs and practice. Additionally, this study provides implications for teacher education and professional development. As teachers implement reform efforts related to inquiry in their science classrooms, professional development should include opportunities for teachers to reflect on their beliefs about how students learn, in comparison to the beliefs that underlie the reform. Reflective components of professional development are necessary for shifts in teacher beliefs and could improve reform efforts in teachers' instructional practices. Teacher inservice programs should also include opportunities for preservice teachers to reflect upon their beliefs about how students learn.

ISBN: 9781109023817Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Elementary science classrooms

A case study of an experienced teacher's beliefs and practice during implementation of an inquiry -based approach in her elementary science classroom.
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520 $a The purpose of this study was to examine the relationship between one teacher's beliefs and her practices. This study examined this relationship during the implementation of reform by the teacher in the area of science as recommended by the National Science Education Standards (NRC, 1996). This study was a single case study of one experienced elementary teacher who was implementing the Science Writing Heuristic (SWH) approach in her science classroom. The study's focus was on the relationship between the teacher's beliefs and her practice during this innovation, as well as the factors that influenced that relationship. Data were collected from multiple sources such as routinely scheduled interviews, classroom observations, researcher's fieldnotes, teacher's written reflections, professional development liaison reflections, student responses, video-tape analysis, think-aloud protocol, audio-tapes of student discourse, metaphor analysis, and Reformed Teacher Observation Protocol (RTOP) scores. Data analysis was conducted using two different approaches: constant comparative method and RTOP scores. Results indicate that a central belief of this teacher was her beliefs about how students learn. This belief was entangled with other more peripheral beliefs such as beliefs about the focus of instruction and beliefs about student voice. As the teacher shifted her central belief from a traditional view of learning to one that is more closely aligned with a constructivist' view, these peripheral beliefs also shifted. This study also shows that the teacher's beliefs and her practice were consistent and entwined throughout the study. As her beliefs shifted, so did her practice and it supports Thompson's (1992) notion of a dialectic relationship between teacher beliefs and practice. Additionally, this study provides implications for teacher education and professional development. As teachers implement reform efforts related to inquiry in their science classrooms, professional development should include opportunities for teachers to reflect on their beliefs about how students learn, in comparison to the beliefs that underlie the reform. Reflective components of professional development are necessary for shifts in teacher beliefs and could improve reform efforts in teachers' instructional practices. Teacher inservice programs should also include opportunities for preservice teachers to reflect upon their beliefs about how students learn.
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