Four case studies of prospective science teachers' beliefs concerning constructivist teaching practices

By Jodi J. Haney, J. McArthur. 2002

253 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/17c7276c1e520f0f9995555c3a44868f26333d7c

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform (2007, background): “These are the beliefs that shape who they are as teachers and, therefore, their instructional decisions (Battista, 1994; Haney, Czerniak, & Lumpe, 1996; Haney & Lumpe, 1995; Haney & McArthur, 2002; Laplante, 1997; Smith, 2005).”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “First, one strand of research has suggested that teachers’ beliefs are formed very early during their schooldays (for an overview, see, for example, Pajares, 1992; for an empirical study, see, for example, Haney & McArthur, 2002).”
Novice and expert teachers' conceptions of learners' prior knowledge (2004, background): “Haney and McArthur (2002) suggest, “studies examining the constructivist beliefs of teachers are necessary to understand a teacher’s journey as they attempt to implement constructivist teaching and learning practices” (p. 784).”
Success in Science Learning and Preservice Science Teaching Self-Efficacy (2005, unknown): “In accord with findings from Haney and McArthur (2002), we believe that a teacher’s beliefs concerning constructivism are strongly influenced by their life experiences as both teachers and learners.”
Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “…the literature indicates that research primarily has involved preservice teachers (Boz and Uzuntiryaki 2006; Bryan 2003; Hancock and Gallard 2004; Haney and McArthur 2002; Levitt 2002; Mellado 1998; Ogan-Bekiroglu and Akkoc 2009; Yilmaz-Tuzun 2008) and beginning teachers (Luft et al. 2003;…”
Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices (2012, result): “While a number of studies have indicated that teachers’ classroom practice is influenced by their beliefs (e.g. Haney & McArthur, 2002; Tsai, 2006), research has also indicated that teaching behaviour is not always consistent with the teachers’ beliefs (e.g. Simmons et al. 1999; Vartuli, 1999).”
Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, background): “…have described beliefs as relatively stable and resistant to change, citing specifi c studies in which specifi c beliefs did not change after some form of intervention (e.g., self-effi cacy beliefs [ Moseley, Reinke, & Bookout, 2002 ]; constructivist perspectives [ Haney & McArthur, 2002 ]).”