| dc.creator |
Paulo, Albert |
|
| dc.date |
2016-07-27T15:39:57Z |
|
| dc.date |
2016-07-27T15:39:57Z |
|
| dc.date |
2016 |
|
| dc.date.accessioned |
2018-03-27T09:43:44Z |
|
| dc.date.available |
2018-03-27T09:43:44Z |
|
| dc.identifier |
Tarmo, A., 2016. Pre-service science teachers’ epistemological beliefs and teaching reforms in Tanzania. Cogent Education, 3(1), p.1178457. |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/3449 |
|
| dc.identifier |
10.13140/RG.2.1.1282.9041 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/3449 |
|
| dc.description |
Full text can be accessed at
http://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1178457 |
|
| dc.description |
In an eort to understand why recent initiatives to promote learner- centred pedagogy in science teaching made a little change in the actual teach-ing practices of science teachers, this study explored pre-service science teachers’ beliefs about science knowledge and their teaching practices. Six pre-service sci-ence teachers were interviewed to explore their beliefs. Moreover, lessons taught by pre-service teachers were observed to see how their beliefs manifest in their teach-ing practices. This was followed by post-observation interviews focusing on critical incidences observed. Findings showed that pre-service science teachers hold dualist views about science. They viewed science knowledge to be simple, rigid and deriva-tive of specific bodies of knowledge handed down by authorities such as textbooks and experts. Consistent with their beliefs, pre-service teachers asked factual ques-tions and sought pre-determined textbook-based answers from students. They adopted transmissive teaching strategies to propagate textbook-based science knowledge. It was concluded that the way science teachers uptake the aspired learner-centred teaching may be partly due to incompatible beliefs they hold. |
|
| dc.language |
en |
|
| dc.publisher |
Taylor & Francis |
|
| dc.subject |
Learner-centred pedagogy |
|
| dc.subject |
Teacher belief |
|
| dc.subject |
Teacher education |
|
| dc.subject |
Science teaching |
|
| dc.subject |
Teacher change |
|
| dc.subject |
Tanzania |
|
| dc.title |
Pre-Service Science Teachers’ Epistemological Beliefs and Teaching Reforms in Tanzania |
|
| dc.type |
Journal Article, Peer Reviewed |
|