Jordanian prospective and experienced chemistry teachers ’ beliefs about teaching and learning and their potential role for educational reform

@inproceedings{AlAmoush2011JordanianPA,
  title={Jordanian prospective and experienced chemistry teachers ’ beliefs about teaching and learning and their potential role for educational reform},
  author={Siham A. Al-Amoush and Silvija Marki{\'c}},
  year={2011}
}
This paper presents an exploratory study of Jordanian chemistry student teachers` and experienced teachers’ beliefs about teaching and learning. Different instruments were used, focusing on different aspects of teaching and learning. The first instrument is based on teachers' and students' drawings of teaching situations. It includes open questions evaluated by a grid describing teachers’ Beliefs about Classroom Organization, Beliefs about Teaching Objectives and Epistemological Beliefs. A… CONTINUE READING

From This Paper

Figures, tables, and topics from this paper.

References

Publications referenced by this paper.
Showing 1-10 of 57 references

A case study on German first year chemistry student teachers beliefs about chemistry teaching , and their comparison with student teachers from other science teaching domains

  • S. Markic, I. Eilks
  • Chemistry Education Research and Practice
  • 2008
Highly Influential
7 Excerpts

Constructing a practical philosophy of teaching : A study of pre - service teachers ’ professional perspectives ,

  • J. Goodman
  • Teaching and Teacher Education
  • 1988
Highly Influential
8 Excerpts

Research linking teacher behavior to student achievement: Potential implications for instruction of Chapter 1 students

  • J. Brophy
  • Educational Psychologist, 23, 235286.
  • 1988
Highly Influential
4 Excerpts

Action research to promote chemistry teachers ’ professional development – Cases and experiences from Israel and Germany

  • S. Markic, I. Eilks
  • International Journal of Mathematics and Science…
  • 2011
Highly Influential
6 Excerpts

Die Veränderung fachbezogener Vorstellungen angehender

  • S. Markic, I. Eilks
  • 2011
Highly Influential
6 Excerpts

Validating the draw-a-science-teachertest checklist (DASTT-C): From images to beliefs. Paper presented at the annual meeting of the Association for the Education of Teachers

  • J. A. Thomas, J. E. Pederson, K. Finson
  • 2000
Highly Influential
11 Excerpts

Qualitative differences in approaches to teaching first year university science

  • K. Trigwell, M. Prosser, P. Taylor
  • Higher Education,
  • 1994
Highly Influential
7 Excerpts

Ideological dilemmas: a social psychology of everyday thinking

  • M. Billig, S. Condor, D. Edwards, M. Gane, D. Middleton, E. Rad
  • 1988
Highly Influential
3 Excerpts