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Research on Science Teacher Beliefs

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Second International Handbook of Science Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 24))

Abstract

Over the last two decades, the field of science education has amassed a literature base on teacher beliefs that establishes that teachers are creative, intelligent decision makers who hold complex systems of beliefs that influence how they view teaching and learning, their students, and subject matter. In this chapter I review both time-honored and contemporary international studies on science teachers’ epistemological and pedagogical beliefs with the aim of depicting the most salient themes that have emerged from this research. This research presents a portrait of both prospective and practicing teachers who hold deeply entrenched beliefs that are for some congruous and for others incongruous with their classroom practices and/or major tenets of reform initiatives. A number of studies examine change in teachers’ beliefs over time within the context of a teacher education program or an intervention aimed at facilitating teachers’ refinement of beliefs and actions to be congruous with reform initiatives. Finally, there is a small but emerging set of studies that examine the complexity of teacher beliefs and belief systems.

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Author information

Authors and Affiliations

  1. Department of Physics, Purdue University, West Lafayette, IN, 47907-2098, USA

    Lynn A. Bryan

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  1. Lynn A. Bryan
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Correspondence to Lynn A. Bryan .

Editor information

Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

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Bryan, L.A. (2012). Research on Science Teacher Beliefs. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_33

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