Teacher beliefs and cultural models: A challenge for science teacher preparation programs

By Lynn A. Bryan, Mary M. Atwater. 2002

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Preservice Elementary Teachers' Critique of Instructional Materials for Science. (2006, background): “For example, preservice teachers should critique instructional materials from the standpoints of equity (e.g., Bazler & Simonis, 1991; Bryan & Atwater, 2002; Lee, 1997) and the nature of science (e.g., Davis, 2003; Lederman, 1992).”
The Development of Prospective Secondary Biology Teachers PCK (2013, background): “Bryan and Atwater (2002) identified that a significant relationships exists among teacher beliefs and teaching practices.”
A comparative analysis of pre-and in-service teacher beliefs about readiness and self-competency: Revisiting teacher education for ELLs (2010, background): “In fact studies have reported that many content area teachers deny providing instructional modifications to ELLs as a part of their professional responsibility (Bryan and Atwater, 2002).”
Novice and expert teachers' conceptions of learners' prior knowledge (2004, background): “…is highly dependent upon their beliefs---conceptions and understandings---of central concepts in education and their ability to put them into practice (Barmald, Hardman, & Leat, 1995; Bryan & Abell, 1999; Bryan & Atwater, 2002; Rich & Almozlino, 1999; Sutton et al., 1996; Taylor & Sobel, 2001).”