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|
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.title||Investigating factors that influence change from a traditional to asocio-constructive teaching paradigm: Teachers’ beliefs, alternate conceptions and external factors|
|curtin.department||Science and Mathematics Education Centre|