Preservice Science Teachers' Beliefs About Teaching and Learning: The Influence of K-12 Field Experiences
By Elizabeth S. Hancock, Alejandro J. Gallard. 2004
161 citations recorded by the source corpus.
Subfields: Education, General Agricultural and Biological Sciences, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/186df888fa912cf7ff7a808880f4cbfdb864240f
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In Education
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Citations in the corpus
- Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “…Hashweh 1996; Levitt 2002) found that teacher espoused beliefs are consistent with classroom practice, others found that teacher espoused beliefs do not necessarily influence classroom practice (Hancock and Gallard 2004; King et al. 2001; Lederman 1999; Lederman and Zeidler 1987; Mellado 1998).”
- Teachers and differentiated instruction: exploring differentiation practices to address student diversity (2019, background): “…beliefs can be linked to, for example their view on the way students learn, as well as on which teaching practices are effective or the role of learners’ activity, and are therefore highly connected to teachers’ activities in the classroom (Hancock and Gallard, 2004; Oser and Bl€omeke, 2012).”