Journal article
Teachers' Concerns about Implementing Teaching/Learning Approaches Informed by Constructivism
South Pacific Journal of Teacher Education, Vol.23(2), pp.177-183
01/01/1995
DOI: 10.1080/0311213950230204
Abstract
Changing emphases in science education during the past decade have placed teaching/learning approaches informed by constructivism on the ascendancy. However, implementing these approaches, which are not the usual classroom practices for many teachers, is likely to create difficulties. In this study, these difficulties were examined in terms of concerns expressed by a group of eight science teachers in one school prior to, and upon completion of, an 18-month inservice programme specifically aimed at promoting teaching/learning approaches informed by constructivism. Teachers' initial concerns were related to how the new approaches would affect their own teaching and how they could fulfil their responsibilities for completing the required syllabus. Post-inservice concerns changed to a focus on how to maximise student involvement in science learning and to the consequences of their teaching. This paper concludes with implications for teacher educators who wish to use teachers' concerns as indicators of difficulties encountered by teachers implementing new teaching/learning approaches.
Details
- Title: Subtitle
- Teachers' Concerns about Implementing Teaching/Learning Approaches Informed by Constructivism
- Creators
- Brian Hand - La Trobe UniversityDavid F. Treagust - Curtin University
- Resource Type
- Journal article
- Publication Details
- South Pacific Journal of Teacher Education, Vol.23(2), pp.177-183
- Publisher
- Taylor & Francis Group
- DOI
- 10.1080/0311213950230204
- ISSN
- 0311-2136
- Language
- English
- Date published
- 01/01/1995
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984372055102771
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