The impact of early life history on teachers' beliefs: In-school and out-of-school experiences as learners and knowers of science
By Leigh K. Smith. 2005
101 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/dd6a5f1a03f161116bffa9d037fbcaf49b3d0fef
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Sherry A. Southerland
- Scott P. Sowell
- P. Enderle
- Margaret R. Blanchard
- Ellen Granger
- M. Dentzau
- Leigh K. Smith
- John Settlage
Citations in the corpus
- Constructing a doubt‐free teaching self: Self‐efficacy, teacher identity, and science instruction within diverse settings (2009, background): “The complexity of the teacher education process is further influenced by individuals’ previously held beliefs about themselves as learners in relation to a particular discipline and how they believe they come to know and understand within that discipline (Laplante, 1997; Smith, 2005).”
- Examining the Influence of RETs on Science Teacher Beliefs and Practice (2014, background): “As preservice teachers, beliefs about the practice of teaching come primarily from personal experiences as students (Kagan, 1992; Smith, 2005).”
- Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform (2007, background): “Moreover, beliefs are understood to be derived from amultitude of experiences within formal and informal teaching/learning contexts both in schools (Holt-Reynolds, 1992) and out of schools (Smith, 2005).”
- Understanding the Induction of a Science Teacher: The Interaction of Identity and Context (2013, unknown): “Teacher Identity Several studies focus on novice teachers’ identity development in the context of science teaching and its interaction with personal history (Smith, 2005) and more formal learning experiences (Eick & Reeds, 2002), including preservice reform-based experiences (Luehmann, 2007).”
- Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, background): “Teachers’ thinking and practice are shaped by professional and life experiences, the nature and extent of teacher preparation, and continued professional learning (Ball 2000; Berry et al. 2009; Fullan and Hargreaves 1996; Smith 2005).”