Assessing teachers' beliefs to facilitate the transition to a new chemistry curriculum: what do teachers want?

Fer Coenders, Cees Terlouw, Sanne Dijkstra

Research output: Contribution to journalArticleAcademicpeer-review

17 Citations (Scopus)
69 Downloads (Pure)

Abstract

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).
Original languageEnglish
Pages (from-to)317-335
Number of pages18
JournalJournal of science teacher education
Volume19
Issue number4
DOIs
Publication statusPublished - 2008

Keywords

  • Curriculum change
  • Teacher preparation
  • Teacher beliefs

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