Abstract
| Original language | Undefined |
|---|---|
| Pages (from-to) | 317-335 |
| Number of pages | 18 |
| Journal | International journal of science education |
| Volume | 19 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2008 |
Keywords
- IR-69957
- METIS-252745
Cite this
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Assessing teachers' beliefs to facilitate the transition to a new chemistry curriculum: what do teachers want? / Coenders, Ferdinand G.M.; Terlouw, C.; Dijkstra, S.
In: International journal of science education, Vol. 19, No. 4, 2008, p. 317-335.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Assessing teachers' beliefs to facilitate the transition to a new chemistry curriculum: what do teachers want?
AU - Coenders, Ferdinand G.M.
AU - Terlouw, C.
AU - Dijkstra, S.
PY - 2008
Y1 - 2008
N2 - In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers’ pedagogical content knowledge (PCK).
AB - In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers’ pedagogical content knowledge (PCK).
KW - IR-69957
KW - METIS-252745
U2 - 10.1007/s10972-008-9096-5
DO - 10.1007/s10972-008-9096-5
M3 - Article
VL - 19
SP - 317
EP - 335
JO - International journal of science education
JF - International journal of science education
SN - 0950-0693
IS - 4
ER -