The role of personal practice theories in the professional development of a beginning high school chemistry teacher

    Authors

    A. E. Sweeney; O. A. Bula;J. W. Cornett

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    J. Res. Sci. Teach.

    Keywords

    SECONDARY SCIENCE TEACHER; MATHEMATICS TEACHERS; RESEARCHER; PERSPECTIVES; COGNITION; BELIEFS; Education & Educational Research

    Abstract

    The notion of deliberated teacher reflection as a means of improving professional teaching practice has become one of the most pervasive concepts to influence science teacher education during the past decade. In this case study, we use the notion of teacher reflection and Lytle and Cochran-Smith's (1990) typology of teacher research to examine the relationships between a beginning high school chemistry teacher's articulated personal practice theories and his actions as demonstrated by his curricular decisions and instructional practices. In so doing, we describe the ways in which the formal articulations of this teacher's personal practice theories lent themselves to his development as a teacher/researcher and propose this development as a useful model of science teacher practitioner professionalism. (C) 2001 John Wiley & Sons, Inc.

    Journal Title

    Journal of Research in Science Teaching

    Volume

    38

    Issue/Number

    4

    Publication Date

    1-1-2001

    Document Type

    Article

    Language

    English

    First Page

    408

    Last Page

    441

    WOS Identifier

    WOS:000167739800002

    ISSN

    0022-4308

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