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Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education
ARTICLE

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TATE Volume 39, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study explored the content and structure of physics teachers' beliefs on teaching and learning in general in relation to their domain-specific beliefs. A questionnaire was administered to secondary school teachers in physics (N = 126) in the Netherlands. The results showed that beliefs about the general and domain-specific goals of physics education formed an interrelated belief system consisting of content-oriented and student-oriented beliefs. Moreover, teachers agreed with the importance of both teacher-regulated and student-regulated learning. Therefore, research on teachers' beliefs should go beyond the often used dichotomy between ‘teacher-focused’ versus ‘student-focused’ education by focusing on the rationale behind ‘appropriate’ teaching behavior.

Citation

Belo, N.A.H., van Driel, J.H., van Veen, K. & Verloop, N. (2014). Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education. Teaching and Teacher Education: An International Journal of Research and Studies, 39(1), 89-101. Elsevier Ltd. Retrieved October 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.12.008

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