Epistemological beliefs and classroom practices of experienced physics teachers: are they related?
Year: 2024
Type: article
Abstract: There is a need in teacher education to explore experienced physics teachers' domain-general epistemological beliefs and classroom practices. The study reports 30 experienced physics teachers' epistemological beliefs and classroom practices in Turkish public high school context. The data was collected through interviews and classroom observations. During the analysis, qualitative data was analyzed through constant comparative method. Level and frequency of participants' epistemological beliefs and classroom practices were quantified for descriptive statistics. The results indicated that most teachers held transitional epistemological beliefs, but they taught in traditional ways. Their epistemological beliefs and classroom practices were not in alignment. These results showed that experienced teachers might have sophisticated epistemological beliefs, but they were not able to reflect their beliefs into practice according to their perception of students' expectations. The study provides implications for research for teacher learning and development through large-scale longitudinal studies and to understand the factors of misalignment between their beliefs and practices.
Source: Frontiers in Education
Author: Ozden Sengul
Institution: Boğaziçi University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,285
Funder: Boğaziçi Üniversitesi
Award: G7950671277
OpenAlex ID: W4392613004