Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education
TATE Volume 39, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.
- fundamental physics
- knowledge development in physics
- knowledge reproduction
- physics education
- physics, technology and society
- student learning
- student-regulated learning and knowledge construction
- teacher beliefs
- teacher-regulated learning