Models for Understanding Pre-Service and Beginning Teachers’ Biographies

Knowles, J. Gary

doi:10.4324/9780203415177_chapter_4

Cited by 266 publications

(178 citation statements)

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“…In this respect, the models explaining the influence of experiences on teachers' beliefs and practices (e.g., Knowles, 1992) are largely supported by the findings of this study, which established that early and teacher-education 'formative experiences' were initially interpreted by individual teachers through their religious beliefs.…”

Section: Personal Religious Beliefs Teachers' Experiences and Teachesupporting

confidence: 61%

“…According to Knowles (1992), the particular interpretation assigned to an experience was transformed to a 'schema', which he defined as "a way of understanding or a cognitive filter and a basis for teacher-centred classroom practices " (1992: 138). In the present study the term 'instructional schema' meant a settled system of pedagogical beliefs following the process of filtering by teachers' previous religious beliefs and experiences.…”

Section: Teachers' Interpretations As a Link Between The Experiences mentioning

confidence: 99%

“…Teachers' beliefs develop throughout their lifetimes and are influenced by a variety of factors, including events, experiences, 1 A paper published with International Journal of Science Education, 2008, 30 (12), 1605-1634. and other people in their lives (Knowles, 1992). Some beliefs are directly adopted from the culture, while others are shaped by experiences framed by the culture.…”

Section: Introductionmentioning

confidence: 99%

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The Experiences and Personal Religious Beliefs of Egyptian Science Teachers as a Framework for Understanding the Shaping and Reshaping of their Beliefs and Practices about Science‐Technology‐Society (STS)

Mansour¹

2008

International Journal of Science Education

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This research investigates the role of experience in relation to teachers' beliefs and practices. The study adopted a social-cultural constructivist perspective using an interpretive approach. The research was guided by teachers' interpretations of their experiences related to teaching science through ScienceTechnology-Society (STS) issues. These interpretations are reinterpreted to find meaningful conceptual categories (grounded in the data) from which to build a model to understand the influence of experiences within socio-Islamic culture on teachers' beliefs and practices. Data was collected from ten teachers using interviews and observations. The findings of this study suggest that it was mainly teachers' personal religious beliefs and experiences that shaped their beliefs and practices. The research also led to a model, constructed on the basis of the data analysis, which suggests an explanation of how teachers' personal religious beliefs and experiences influence their beliefs and practices.

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Section: Personal Religious Beliefs Teachers' Experiences and Teachesupporting

confidence: 61%

Section: Teachers' Interpretations As a Link Between The Experiences mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Experiences and Personal Religious Beliefs of Egyptian Science Teachers as a Framework for Understanding the Shaping and Reshaping of their Beliefs and Practices about Science‐Technology‐Society (STS)

Mansour¹

2008

International Journal of Science Education

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“…Given the close association between one's personal life history and one's beliefs, it is not surprising that beliefs are hypothesized to reside in episodic memory and that when activated these beliefs are translated into practical action (Nespor, 1987). In this translation process, newer teachers tend to use the history of their own schooling and in particular, specific teacher role models to guide their own teaching (Eick & Reed, 2002;Kagan, 1992;Knowles, 1992). Veteran teachers, on the other hand, have a much wider array of relevant experience to draw upon.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Complex dilemmas of identity and practice

2005

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Identity is a complex construct, yet extremely important if we wish to understand the practice of teaching as a profession. In this paper, we examine the ways two middle school teachers talk about their identity and teaching practices and coordinate these self-reports with our own observations of how they implement a new environmental science curriculum. More specifically, we compare the teachers' beliefs about learning, goals for the classroom community and for instruction, and their knowledge of science content, and pedagogy. Furthermore, we discuss teaching dilemmas, which arise for these teachers as their identities and practices intersect and at times conflict. We argue, however, that a focus on practice and outcomes is an important, but limited aspect of what we, as a field, need to consider when attempting to understand the complexities of teaching and learning. Therefore, we continue to expand our understanding of two science classrooms as we examine the teachers' multiple identities in relation to their implementation of a science curriculum. The identity portraits from this study provide a rich and complicated account of the implementation of a science curriculum and illuminate a number of potential obstacles and pitfalls, which may inform the way we as a field reflect on curriculum and professional development.C 2005 Wiley Periodicals, Inc. Sci Ed 90: 68 -93, 2006

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“…Role ambiguity and role conflict are also related to burnout (Wood and McCarthy 2002 17. Bramald et al 1995, Zeichner et al 1987, Zeichner and Klehr 1999, Calderhead and Robson 1991, Knowles 1992, Lortie 1975, Feinman-Nemser 1983. 18.…”

Section: Chaptermentioning

confidence: 99%

Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience

Abadzi¹

2006

PsycEXTRA Dataset

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Models for Understanding Pre-Service and Beginning Teachers’ Biographies

Cited by 266 publications

References 0 publications

The Experiences and Personal Religious Beliefs of Egyptian Science Teachers as a Framework for Understanding the Shaping and Reshaping of their Beliefs and Practices about Science‐Technology‐Society (STS)

The Experiences and Personal Religious Beliefs of Egyptian Science Teachers as a Framework for Understanding the Shaping and Reshaping of their Beliefs and Practices about Science‐Technology‐Society (STS)

Complex dilemmas of identity and practice

Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience

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