Teacher beliefs have played an important factor which influence how science teachers teach. This present study intended to explore the student teachers' beliefs on science teaching and learning in a teacher preparation institution in Southern Thailand. The study was conducted during their field experience in the second semester, academic year 2014. Common aspects of teaching and learning, teacher roles, and teaching strategies were taken into account to reveal teachers belief. Semi-structured interviews were used to explore the beliefs about science teaching and learning by using Teacher Belief Interview (TBI) (translate to thai version). The respondents of the study were 18 Thai student teachers that were selected by using purposive sampling technique. Categories present within each question were identified. Categories that emerged from the transcription of the interviews resulted from the constant comparative method of data analysis. Teacher-centered responses were identified as 'traditional' or 'instructive' beliefs. 'Responsive' and 'reform-based' answers were identified as student-centered beliefs. The findings indicated that their beliefs about teaching and learning distributed evenly between teacher-centered and student-centered responses.
Artitaya Jituafua, Suratthani Rajabhat University, Thailand
Stream: Higher education
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