The Role of Science Teachers' Beliefs in International Classrooms : From Teacher Actions to Student Learning.

Intro -- The Role of Science Teachers' Beliefs inInternational Classrooms: From Teacher Actions to Student Learning -- TABLE OF CONTENTS -- Section One Introduction: Overview of the Field -- Teaching Self-Efficacy of Science Teachers -- Overview of the Role of Teacher Beliefs in Science Education -- Section Two Orientations Towards Beliefs Research -- Cultural Effects on Self-Efficacy Beliefs -- Teacher Professional Development and Self-Efficacy Beliefs -- Cross-Cultural Research and Perspectives on Epistemology, Learning -- Situating Beliefs in the Theory of Planned Behavior -- Measurement of Science Teachers' Efficacy Beliefs -- Section Three Policy and Beliefs Research -- NSF-Funded Research on Beliefs in STEM Education -- Connecting Teacher Beliefs Research and Policy: An Overview and Potential Approaches -- Section Four Beliefs Research and Teachers -- Becoming an Activist Science Teacher: a Longitudinal Case Study of an Induction Intervention -- Examining Science Teachers' Orientations in an Era of Reform: The Role of Context on Beliefs and Practice -- Science Teacher Self-Efficacy Beliefs, Change Processes, and Professional Development -- Science Teachers' Beliefs about Nature of Science and Science-Technology-Society Issues: Cross-cultural Results Through A New Standardized Assessment -- Challenges of Elementary Science Teaching -- Index.

This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educator.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.