Science Teacher Beliefs and Perceptions of Reform Goals Within the Context of Systemic Change

• In Event: Theory Into Practice in Science Teaching and Learning

Abstract

This study investigates the role of teacher beliefs within the context of systemic reform at the school district level. Six high school science teachers were interviewed regarding their beliefs about teaching coupled with their articulation of three-dimensional teaching. The results showed that these teachers hold a range of beliefs related to teaching and learning, yet the group fall mostly within Transitional and Responsive categories indicated student-focused beliefs about teaching and learning. Teachers also had varying levels of sophistication in their descriptions of three-dimensional teaching. Overall, results suggests that varying degrees in teachers’ beliefs may influence how they take up the key tenets and goals of a systemic reform initiative.

Authors

• Jonathon Grooms, The George Washington University

• Lauren Browning, The George Washington University

• Alan Berkowitz, Cary Institute of Ecosystem Studies

• Beth A. Covitt, University of Montana

• Kevin Garner, Baltimore City Public Schools

• Karen L. Draney, University of California - Berkeley

• Angela Hood, Cary Institute