@article {411, title = {PRE-SERVICE TEACHERS{\textquoteright} BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {February/2015}, pages = {Continuous}, type = {Original article}, chapter = {34-44}, abstract = {This study examines pre-service teachers{\textquoteright} beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers{\textquoteright} beliefs about the images of a science teacher and the science teaching. }, keywords = {belief about teaching, inquiry-based teaching, mental image, teacher education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.34}, url = {http://oaji.net/articles/2016/987-1462908068.pdf}, author = {Nilg{\"u}n Tatar} }