Pre-Service Science Teachers’ Epistemological Beliefs and Teaching Reforms in Tanzania

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dc.contributor.authorPaulo, Albert
dc.date.accessioned2016-07-27T15:39:57Z
dc.date.available2016-07-27T15:39:57Z
dc.date.issued2016
dc.descriptionFull text can be accessed at http://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1178457en_US
dc.description.abstractIn an eort 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.en_US
dc.identifier.citationTarmo, A., 2016. Pre-service science teachers’ epistemological beliefs and teaching reforms in Tanzania. Cogent Education, 3(1), p.1178457.en_US
dc.identifier.doi10.13140/RG.2.1.1282.9041
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3449
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.subjectLearner-centred pedagogyen_US
dc.subjectTeacher beliefen_US
dc.subjectTeacher educationen_US
dc.subjectScience teachingen_US
dc.subjectTeacher changeen_US
dc.subjectTanzaniaen_US
dc.titlePre-Service Science Teachers’ Epistemological Beliefs and Teaching Reforms in Tanzaniaen_US
dc.typeJournal Article, Peer Revieweden_US
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