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Journal of Science Teacher Education

, Volume 19, Issue 4, pp 317–335

First Online: 19 July 2008Received: 19 May 2006Accepted: 14 February 2007

Abstract

In this article, we describe the results of a study of chemistry high school teachers’ beliefs N = 7 of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them codevelop and use curriculum materials: It creates ownership, and strengthens and develops teachers’ pedagogical content knowledge PCK.

KeywordsCurriculum change and transition to a new curriculum Teacher preparation Teacher beliefs  Download fulltext PDF



Author: Fer Coenders - Cees Terlouw - Sanne Dijkstra

Source: https://link.springer.com/



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