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http://dx.doi.org/10.15267/keses.2014.33.4.683

Characteristics of Teacher Learning and Changes in Teachers' Epistemic Beliefs within a Learning Community of Elementary Science Teachers  

Oh, Phil Seok (Gyeongin National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.33, no.4, 2014 , pp. 683-699 More about this Journal
Abstract
The purpose of this study was to explore the characteristics of teacher learning and changes in teachers' epistemic beliefs within a learning community of elementary science teachers. Three in-service elementary teachers who majored in elementary science education in a doctoral course of a graduate school of education participated in the study, and learning activities in the teachers' beginning learning community provided a context for the study. Data sources included field notes produced by the researcher who engaged jointly in the teacher learning community as a coach, audio-recordings of the teachers' narratives, and artifacts generated by the teachers during the process of teacher learning. Complementary analyses of these multiple sources of data revealed that epistemic beliefs of the three elementary teachers were different and that each teacher made a different plan of science instruction based on his own epistemic belief even after the learning experiences within the teacher community. It was therefore suggested that science teacher education programs should be organized in consideration of the nature of teachers as constructivist learners and their practical resources.
Keywords
teacher learning community; epistemic belief; practical resource; elementary teacher;
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Times Cited By KSCI : 7  (Citation Analysis)
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