Tarmo, Albert (2016) Pre-service science teachers’ epistemological beliefs and teaching reforms in Tanzania. Cogent Education, 3 (1). p. 1178457. ISSN 2331-186X

PDF - Published Version Available under License Creative Commons Attribution. Download (551kB)

Abstract

In an effort to understand why recent initiatives to promote learner-centred pedagogy in science teaching made a little change in the actual teaching practices of science teachers, this study explored pre-service science teachers’ beliefs about science knowledge and their teaching practices. Six pre-service science teachers were interviewed to explore their beliefs. Moreover, lessons taught by pre-service teachers were observed to see how their beliefs manifest in their teaching 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 derivative of specific bodies of knowledge handed down by authorities such as textbooks and experts. Consistent with their beliefs, pre-service teachers asked factual questions 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.

Item Type:	Article
Schools and Departments:	School of Education and Social Work > Education
Subjects:	L Education > LB Theory and practice of education > LB1025 Teaching (Principles and practice) L Education > LB Theory and practice of education > LB1555 Elementary or public school education L Education > LB Theory and practice of education > LB1603 Secondary education. High schools L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB1775 Professional aspects of teaching and school administrators. Vocational guidance
Depositing User:	Albert Tarmo
Date Deposited:	13 May 2016 09:57
Last Modified:	08 Mar 2017 05:02
URI:	http://srodev.sussex.ac.uk/id/eprint/60882

View download statistics for this item

📧 Request an update