Reforming Elementary Science Teacher Preparation: What About Extant Teaching Beliefs?

School Science and Mathematics

Volumn 103, Issue 7, 2003, Pages 319-330

  Thomas, Julie A ^a   Pedersen, Jon E ^b  

^a TEXAS TECH UNIVERSITY   (United States)

^b UNIVERSITY OF OKLAHOMA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248371489     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.2003.tb18209.x     Document Type: Article

References (37)

1. Barnes, D. (1992). The significance of teachers' frames for teaching. In T. Russell & H. Munby (Eds.), Teachers and teaching: From classroom to reflection (pp. 9–32). New York: Falmer Press.
2. Bryan, L. A. & Abell, S. K. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36(2), 121–139.
3. Bryan, L. A., Abell, S. K., & Anderson M.A. (1996a, January). Coaching reflective practice among preservice elementaryscience teachers. Paper presented at the Annual Meeting of the Association for the Education of Teachers in Science, Seattle, WA.
4. Bryan, L. A., Abell, S. K., & Anderson M.A. (1996b, March). Preservice teachers' thinking about science teaching and learning: Experiences, frames and tensions. Paper presented at the Annual Meeting of the the National Association for Research in Science Teaching, St. Louis, MO.
5. Bullough, R. V. (1994). Personal history and teaching metaphors: A self-study of teaching as conversation. Teacher Education Quarterly, 21(1) 107–120.
6. Bullough, R. V., Jr., & Knowles, J. G. (1991). Teaching and nurturing: Changing conceptions of self as teacher in a case study of becoming a teacher. Qualitative Studies in Education, 4, 121–140.
7. Calderhead, J. (1988). The contribution of field experiences to student primary teachers' professional learning. Research in Education, 40, 33–49.
8. Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7, 1–8.
9. Chambers, D.W. (1983). Stereotypic images of the scientist: The Draw-A-Scientist Test. Science Education, 67(2), 255–265.
10. Clark, C.M. (1988). Asking the right questions about teacher preparation: Contributions of research on teacher thinking. Educational Researcher, 17(2), 5–12.
11. Creswell, J.W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
12. Czerniak, M. C., Lumpe, A. T., & Haney, J.J. (1999). Science teachers' beliefs and intentions to implement thematic units. Journal of Science Teacher Education. 10(2), 123–145.
13. Dewey, J. (1904). The relation of theory to practice in education. In J. Boydston (Ed.) John Dewey: The middle works (Vol. 3, pp. 249–272). Carbondale: Southern Illinois University Press.
14. Dewey, J. (1938). Experience in education. New York: Macmillan.
15. Duemer, L., Fontenot, D., Gumfory, K., Kallus, M., Larsen, J., Schafer, S., & Shar, B. C. (2002, Fall). The use of online synchronous discussion groups to enhance community formation and professional identity development [Electronic version]. Journal of Interactive Online Learning, 2, 1–14.
16. Finson, K. D., Beaver, J. B., & Cramond, B. L. (1995). Development and field test of a checklist for the Draw-a-Scientist Test. School Science and Mathematics, 95(4), 195–205.
17. Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207–226.
18. Goodenough, F.L. (1926). Measurement of intelligence by drawings. New York: Harcourt Brace.
19. Goodlad, J.I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
20. Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers' professional perspectives. Teaching and Teacher Education, 4, 121–137.
21. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
22. Lortie, D.C. (1975). School-teacher: A sociological study. Chicago: University of Chicago Press.
23. Merriam, S. (1998). Case study research in education: A qualitative approach. San Francisco: Josey Bass.
24. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.
25. Norman, D. A. (1983). Some observations on mental models. In D. Gentner, & A. L. Stevens, (Eds.), Mental models (pp. 7–14). Hillsdale, NJ: Lawrence Erlbaum Associates.
26. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
27. Raizen, S. A., & Michelsohn, A. M. (Eds.). (1994). The future of science in elementary schools: Educating prospective teachers. San Francisco: Jossey-Bass.
28. Richardson, V. (1990). Significant worthwhile change in teaching practice. Educational Researcher, 19(7) 10–18.
29. Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falsoner, K., Benford, R., & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics, 106(6), 245–253.
30. Simmons, P.E., Emory, A., Carter, T. Coker, T., Finnegan, B., Crockett, D., et al. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching 36(8), 930–954.
31. Spradley, J.P. (1980). Participant observation. New York: Holt, Rinehart & Winston.
32. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
33. Thomas, J. A., & Pedersen, J. E. (1998, January). Draw-a-science-teacher: A visualization of beliefs and self-efficacy. Paper presented at the meeting of the Association for the Education of Teachers of Science, Minneapolis.
34. Thomas, J. A., Pedersen, J. E., & Finson, K. (2001). Validating the Draw-a-Science-Teacher-Test Checklist (DASTT-C): Negotiating mental models and teacher beliefs. Journal of Science Teacher Education, 12(4), 295–310.
35. Ullrich, W. (1999a). Integrative teacher education curriculum. Paper presented at the Annual Meeting of the National Middle School Association, Orlando, FL.
36. Ullrich, W. (1999b). Depth psychology, critical pedagogy, and initial teacher preparation. Teaching Education, 10(2), 17–33.
37. Yin, R. K. (1995). Case study research: Design and methods. Newbury Park, CA: Sage.