Investigating factors that influence change from a traditional to asocio-constructive teaching paradigm: Teachers’ beliefs, alternate conceptions and external factors
dc.contributor.author | Von Oppell, Monika Ann | |
dc.contributor.supervisor | Prof. Barry Fraser | |
dc.contributor.supervisor | Assoc. Prof. Jill Aldridge | |
dc.date.accessioned | 2017-01-30T10:17:09Z | |
dc.date.available | 2017-01-30T10:17:09Z | |
dc.date.created | 2016-09-09T05:25:02Z | |
dc.date.issued | 2016 | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/2094 | |
dc.description.abstract |
This study sought to better understand teachers’ implementation of reform initiatives. Multiple research methods, including surveys (N=198 teachers), interviews and observations (N=15 case study teachers) highlighted an incongruence between teachers’ perceived and observed practice. Important factors that influenced implementation were identified, including: lack of knowledge of constructivist practice; misinterpretation of terminology; time constraints; and lack of support from the school administration. The findings could assist in better understanding change in teachers’ practice during education reform. | |
dc.language | en | |
dc.publisher | Curtin University | |
dc.title | Investigating factors that influence change from a traditional to asocio-constructive teaching paradigm: Teachers’ beliefs, alternate conceptions and external factors | |
dc.type | Thesis | |
dcterms.educationLevel | PhD | |
curtin.department | Science and Mathematics Education Centre | |
curtin.accessStatus | Open access |