PRE-SERVICE TEACHERS&#039; BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING

Nilgün Tatar

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PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING

Title	PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING
Publication Type	Journal Article
Year of Publication	2015
Authors	Tatar, N
Journal	Journal of Baltic Science Education
Volume	14
Issue	1
Start Page	34-44
Pagination	Continuous
Date Published	February/2015
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1143025
Keywords	belief about teaching, inquiry-based teaching, mental image, teacher education
Abstract	This study examines pre-service teachers’ 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’ beliefs about the images of a science teacher and the science teaching.
URL	http://oaji.net/articles/2016/987-1462908068.pdf
DOI	10.33225/jbse/15.14.34
Refereed Designation	Refereed
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