You are here:

Analyzing Beliefs and Practices of a Mexican High School Biology Teacher
ARTICLE

,

Journal of Research in Science Teaching Volume 42, Number 4, ISSN 0022-4308

Abstract

This article explores the beliefs and practices of a high school biology teacher through three interrelated theoretical frameworks: common knowledge, collaborative learning, and communities of practice. The data were obtained from an in-depth case study of Maria, a biology teacher from a Mexican public high school that was participating in a 4-year international science project using collaborative learning and information and communication technology. Her beliefs and practices were explored by means of questionnaires, semi-structured interviews, and nonparticipant observation of classes. Through the use of the three-component framework, the degrees of coherence between practice and beliefs that guide the teacher's daily behavior became apparent, as well as the difficulties of incorporating innovations due to institutional constraints.

Citation

Verjovsky, J. & Waldegg, G. (2005). Analyzing Beliefs and Practices of a Mexican High School Biology Teacher. Journal of Research in Science Teaching, 42(4), 465-491. Retrieved November 21, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords