From Traditional to Reform-Based Teaching Beliefs and Classroom Practices of Elementary Science Teachers

Abstract

The purpose of this mixed-methods study was to examine the relationship between teachers’ beliefs about their teaching and their classroom practices based on interviews and classroom observations across eight elementary science teachers. A quantitative research analysis showed there was a statistically positive correlation between their beliefs and practices. However, only three teachers’ belief categories were coherent with classroom practices. We argue that there is a complex understanding of tension between the two entities. Those teachers with traditional teaching profiles noted that centralized exams and a strict curriculum limited their classroom practices. Implications for this study about the practice of reform-based teaching are discussed.