Teaching Across Subject Boundaries in STEM: Continuities in Beliefs about Learning and Teaching

This study explored the teaching and learning beliefs of qualified (in-field) secondary science teachers who were teaching mathematics out-of-field that is, without qualification. The relationship between secondary teachers’ beliefs about their in-field subject—science and their out-of-field subject...

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Veröffentlicht in:	International journal of science and mathematics education Jg. 18; H. 3; S. 463 - 483
Hauptverfasser:	Vale, Colleen, Campbell, Coral, Speldewinde, Christopher, White, Pennie
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Singapore Springer Singapore 01.03.2020 Springer Springer Nature B.V
Schlagworte:	Addition & subtraction Beliefs Boundaries Continuity (mathematics) Education Educational Practices Interviews Learning Mathematical analysis Mathematics Mathematics Education Mathematics Instruction Mathematics Teachers Science Education Science Instruction Science Teachers Secondary School Mathematics Secondary School Science Secondary School Teachers Teacher Attitudes Teacher Certification Teacher Qualifications Teachers Teaching Constructivist beliefs Out-of-field teaching Beliefs Platonist beliefs Boundary crossing
ISSN:	1571-0068, 1573-1774
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Abstract	This study explored the teaching and learning beliefs of qualified (in-field) secondary science teachers who were teaching mathematics out-of-field that is, without qualification. The relationship between secondary teachers’ beliefs about their in-field subject—science and their out-of-field subject—mathematics was examined. The theory of boundary crossing and frameworks of beliefs about science and mathematics teaching and learning were used to explore continuities of beliefs when crossing disciplinary boundaries to teach mathematics out-of-field. Individual semi-structured interviews and video-stimulated interviews were used to collect data about teachers’ beliefs and teaching practice for science and mathematics. Continuity of beliefs across science and mathematics was more likely when teachers held traditional beliefs about science. Continuity of non-traditional beliefs about learning and teaching science and mathematics was less likely, though some teachers did show evidence of beginning to adopt, or exhibit a desire to learn more about, constructivist approaches to teaching mathematics.
AbstractList	This study explored the teaching and learning beliefs of qualified (in-field) secondary science teachers who were teaching mathematics out-of-field that is, without qualification. The relationship between secondary teachers' beliefs about their in-field subject--science and their out-of-field subject--mathematics was examined. The theory of boundary crossing and frameworks of beliefs about science and mathematics teaching and learning were used to explore continuities of beliefs when crossing disciplinary boundaries to teach mathematics out-of-field. Individual semi-structured interviews and video-stimulated interviews were used to collect data about teachers' beliefs and teaching practice for science and mathematics. Continuity of beliefs across science and mathematics was more likely when teachers held traditional beliefs about science. Continuity of non-traditional beliefs about learning and teaching science and mathematics was less likely, though some teachers did show evidence of beginning to adopt, or exhibit a desire to learn more about, constructivist approaches to teaching mathematics.
Audience	Secondary Education
Author	Vale, Colleen Campbell, Coral Speldewinde, Christopher White, Pennie
Author_xml	– sequence: 1 givenname: Colleen orcidid: 0000-0002-9070-7071 surname: Vale fullname: Vale, Colleen email: colleen.vale@monash.edu organization: Faculty of Education, Monash University – sequence: 2 givenname: Coral surname: Campbell fullname: Campbell, Coral organization: Deakin University – sequence: 3 givenname: Christopher surname: Speldewinde fullname: Speldewinde, Christopher organization: Deakin University – sequence: 4 givenname: Pennie surname: White fullname: White, Pennie organization: Faculty of Education, Monash University
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Cites_doi	10.1007/BF03217415 10.1007/s10972-015-9441-4 10.1080/17425964.2016.1192031 10.3102/0034654311404435 10.1007/s10763-012-9341-4 10.1007/s10857-010-9162-8 10.1007/s10857-009-9120-5 10.17763/haer.57.1.j463w79r56455411 10.1002/tea.20032 10.1007/s10857-015-9318-7 10.1007/s11858-007-0045-0 10.1007/s10763-012-9333-4 10.1080/09500690110049132 10.1007/s10649-011-9333-2 10.1023/B:JSTE.0000048331.17407.f5 10.2307/j.ctvjf9vz4.5 10.1002/tea.10061 10.1007/s13394-013-0081-8 10.1007/s11858-015-0683-6 10.1007/BF00749282 10.1007/s10763-007-9122-7 10.1007/BF03217261 10.1007/s10857-008-9084-x 10.1007/s10649-006-9035-3 10.1163/9789087901622 10.1002/sce.20013
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References	WongSSLuftJASecondary science teachers’ beliefs and persistence: A longitudinal mixed-methods studyJournal of Science Teacher Education201526761964510.1007/s10972-015-9441-4 Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249–253). New York, NY: Fahner. Van ZoestLRJonesGAThorntonCABeliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship programMathematics Education Research Journal199461375510.1007/BF03217261 Flynn, M., Pillay, H. & Waters, J. (2015). Boundary crossing – A theoretical framework to understand the operational dynamics of industry-school partnerships. In: TVET@Asia, issue 5, 1–17. Retrieved August, 2018 from http://www.tvet-online.asia/issue5/flynn_etal_tvet5.pdf. SchulmanLSKnowledge and teaching: Foundations of the new reformHarvard Educational Review19875712110.17763/haer.57.1.j463w79r56455411 WallaceCSKangN-HAn investigation of experienced secondary science teachers’ beliefs about inquiry: An examination of competing belief setsJournal of Research in Science Teaching20044193696010.1002/tea.20032 Clarke, D. Keitel, C. & Shimizu, Y. (2006). Mathematics classrooms in 12 countries: The Insider’s Perspective (LPS Series Volume 1). Rotterdam, Netherlands: SENSE publishers. AjzenIFishbeinMUnderstanding attitudes and predicting social behavior1980Englewood Cliffs, NJPrentice-Hall KangN-HWallaceCSSecondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practicesScience Education20058914016510.1002/sce.20013 SuchmanLucyWorking relations of technology production and useComputer Supported Cooperative Work199321-2213910.1007/BF00749282 VygotskyL. S.Biographical Note onMind in Society1980151610.2307/j.ctvjf9vz4.5 HancockESGallardAJPreservice science teachers’ beliefs about teaching and learning: The influence of K-12 field experiencesJournal of Science Teacher Education201715428129110.1023/B:JSTE.0000048331.17407.f5 VenkatHWinteMBoundary objects and boundary crossing for numeracy teachingZDM: Mathematics Education20154757758610.1007/s11858-015-0683-6 Adamson, F., & Darling-Hammond, L. (2012). Funding disparities and the inequitable distribution of teachers: Evaluating sources and solutions. Education Policy Analysis Archives, 20(37). Retrieved August, 2018 from http://epaa.asu.edu/ojs/article/view/1053. SkempRThe psychology of learning mathematics1987Hillsdale, NJErlbaum AttardC“If I had to pick any subject, it wouldn’t be maths”: Foundations for engagement with mathematics during the middle yearsMathematics Education Research Journal20132556958710.1007/s13394-013-0081-8 BeswickKTeachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practiceEducational Studies in Mathematics201279112714710.1007/s10649-011-9333-2 AkkermanSFBakkerABoundary crossing and boundary objectsReview of Educational Research.20118213216910.3102/0034654311404435 MarshallJCHortonRIgoBLSwitzerDBK-12 science and mathematics teachers’ beliefs about and use of inquiry in the classroomInternational Journal of Science and Mathematics Education2009757559610.1007/s10763-007-9122-7 Vale, C. (2010). Supporting out-of-field teachers of secondary mathematics. Australian Mathematics Teacher, 66(1), 17-24. Timms, M., Moyle, K., Weldon, P., & Mitchell, P. (2018). Challenges in STEM learning in Australian Schools. Policy Insights, Issue 7. Australian Council for Educational Research, Camberwell, Victoria. Retrieved August, 2018 from https://research.acer.edu.au/policyinsights/7 Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65–92). New York, NY: Macmillan. Vale, C., McAndrew, A., & Krishnan, S. (2011). Connecting with the horizon: Developing teachers’ appreciation of mathematical structure. Journal of Mathematics Teacher Education, 14(3), 193–212. Weldon, P. (2016). Out-of-field teaching in secondary schools. Policy Insights, Issue 6. Australian Council for Educational Research, Camberwell, Victoria. Retrieved August, 2018 from https://research.acer.edu.au/policyinsights/6 Buzeika, A. (1996). Teachers’ beliefs and practice: The chicken or the egg? In P. C. Clarkson (Ed.), MERGA 19. Technology in mathematics education. (Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia) (pp. 93–100). Melbourne, Australia: MERGA. WilliamsJBerryABoundary crossing and the professional learning of teacher educators in new international contextsStudying Teacher Education201612213515110.1080/17425964.2016.1192031 CharalambousCYWorking at the intersection of teacher knowledge, teacher beliefs, and teaching practice: A multiple-case studyJournal of Mathematics Teacher Education20151842744510.1007/s10857-015-9318-7 Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organisational change. San Francisco, CA: Jossey-Bass. BeswickKTeachers’ beliefs that matter in secondary classroomsEducational Studies in Mathematics2007659512010.1007/s10649-006-9035-3 Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International results in mathematics. Boston College, TIMSS & PIRLS International Study Center. Retrieved August, 2018 from http://timssandpirls.bc.edu/timss2015/international-results. CrossDAlignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practicesJournal of Mathematics Teacher Education20091232534610.1007/s10857-009-9120-5 Australian Institute for Teaching and School Leadership. (2015). Accreditation of initial teacher education programs in Australia: Standards and procedures. Melbourne, Australia: Education Services Australia. Green, T. (1971). The activities of teaching. New York, NY: McGraw-Hill. KimMLavonenJJuutiKHolborrkJRannikmaeMTeacher’s reflection of inquiry teaching in Finland before and during an in-service program: Examination by a progress model of collaborative reflectionInternational Journal of Science and Mathematics Education20131135938310.1007/s10763-012-9341-4 LuftJARoehrigGHPattersonNCContrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers’ practices, beliefs, and experiencesJournal of Research in Science Teaching200340779710.1002/tea.10061 ClarkeDJGoosMMoronyWProblem solving and working mathematically: An Australian perspectiveZDM: Mathematics Education2007395–647549010.1007/s11858-007-0045-0 HobbsLTeaching ‘out-of-field’ as a boundary-crossing event: Factors shaping teacher identityInternational Journal of Science and Mathematics Education201311227129710.1007/s10763-012-9333-4 McMillan, J. (2004). Educational research: Fundamentals for the consumer (4th ed.). Boston, MA: Pearson. BeswickKThe beliefs/practice connection in broadly defined contextsMathematics Education Research Journal2005172396810.1007/BF03217415 GrootenboerPMathematical belief change in prospective primary teachersJournal of Mathematics Teacher Education20081147949710.1007/s10857-008-9084-x TsaiC-CNested epistemologies: Science teachers' beliefs of teaching, learning and scienceInternational Journal of Science Education200224877178310.1080/09500690110049132 Lee, N. H. (2015). 21st Century Competencies & Singapore Mathematics Curriculum. In Keynote address AME-SMS conference 2015. Retrieved August, 2018 from http://math.nie.edu.sg/ame/amesms15/Keynote.aspx. UNESCO Institute for Statistics. (2016). The world needs almost 69 million new teachers to reach the 2030 Education Goals. UIS Fact Sheet No.39 October 2016. Retrieved August, 2018 from http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf. K Beswick (9983_CR7) 2007; 65 J Williams (9983_CR42) 2016; 12 N-H Kang (9983_CR21) 2005; 89 9983_CR27 9983_CR28 P Grootenboer (9983_CR17) 2008; 11 9983_CR26 9983_CR23 9983_CR1 9983_CR41 D Cross (9983_CR13) 2009; 12 SS Wong (9983_CR43) 2015; 26 SF Akkerman (9983_CR3) 2011; 8 JA Luft (9983_CR24) 2003; 40 C Attard (9983_CR4) 2013; 25 JC Marshall (9983_CR25) 2009; 7 ES Hancock (9983_CR18) 2017; 15 CS Wallace (9983_CR40) 2004; 41 C-C Tsai (9983_CR33) 2002; 24 R Skemp (9983_CR31) 1987 H Venkat (9983_CR38) 2015; 47 I Ajzen (9983_CR2) 1980 K Beswick (9983_CR6) 2005; 17 9983_CR19 LR Van Zoest (9983_CR37) 1994; 6 9983_CR16 DJ Clarke (9983_CR12) 2007; 39 9983_CR14 Lucy Suchman (9983_CR30) 1993; 2 9983_CR36 9983_CR15 9983_CR34 K Beswick (9983_CR8) 2012; 79 9983_CR35 9983_CR32 9983_CR11 M Kim (9983_CR22) 2013; 11 CY Charalambous (9983_CR10) 2015; 18 9983_CR5 9983_CR9 LS Schulman (9983_CR29) 1987; 57 L Hobbs (9983_CR20) 2013; 11 L. S. Vygotsky (9983_CR39) 1980
References_xml	– reference: SkempRThe psychology of learning mathematics1987Hillsdale, NJErlbaum – reference: Australian Institute for Teaching and School Leadership. (2015). Accreditation of initial teacher education programs in Australia: Standards and procedures. Melbourne, Australia: Education Services Australia. – reference: VenkatHWinteMBoundary objects and boundary crossing for numeracy teachingZDM: Mathematics Education20154757758610.1007/s11858-015-0683-6 – reference: TsaiC-CNested epistemologies: Science teachers' beliefs of teaching, learning and scienceInternational Journal of Science Education200224877178310.1080/09500690110049132 – reference: SchulmanLSKnowledge and teaching: Foundations of the new reformHarvard Educational Review19875712110.17763/haer.57.1.j463w79r56455411 – reference: BeswickKThe beliefs/practice connection in broadly defined contextsMathematics Education Research Journal2005172396810.1007/BF03217415 – reference: HobbsLTeaching ‘out-of-field’ as a boundary-crossing event: Factors shaping teacher identityInternational Journal of Science and Mathematics Education201311227129710.1007/s10763-012-9333-4 – reference: AjzenIFishbeinMUnderstanding attitudes and predicting social behavior1980Englewood Cliffs, NJPrentice-Hall – reference: Van ZoestLRJonesGAThorntonCABeliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship programMathematics Education Research Journal199461375510.1007/BF03217261 – reference: McMillan, J. (2004). Educational research: Fundamentals for the consumer (4th ed.). Boston, MA: Pearson. – reference: Clarke, D. Keitel, C. & Shimizu, Y. (2006). Mathematics classrooms in 12 countries: The Insider’s Perspective (LPS Series Volume 1). Rotterdam, Netherlands: SENSE publishers. – reference: MarshallJCHortonRIgoBLSwitzerDBK-12 science and mathematics teachers’ beliefs about and use of inquiry in the classroomInternational Journal of Science and Mathematics Education2009757559610.1007/s10763-007-9122-7 – reference: Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organisational change. San Francisco, CA: Jossey-Bass. – reference: UNESCO Institute for Statistics. (2016). The world needs almost 69 million new teachers to reach the 2030 Education Goals. UIS Fact Sheet No.39 October 2016. Retrieved August, 2018 from http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf. – reference: CharalambousCYWorking at the intersection of teacher knowledge, teacher beliefs, and teaching practice: A multiple-case studyJournal of Mathematics Teacher Education20151842744510.1007/s10857-015-9318-7 – reference: LuftJARoehrigGHPattersonNCContrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers’ practices, beliefs, and experiencesJournal of Research in Science Teaching200340779710.1002/tea.10061 – reference: Flynn, M., Pillay, H. & Waters, J. (2015). Boundary crossing – A theoretical framework to understand the operational dynamics of industry-school partnerships. In: TVET@Asia, issue 5, 1–17. Retrieved August, 2018 from http://www.tvet-online.asia/issue5/flynn_etal_tvet5.pdf. – reference: KimMLavonenJJuutiKHolborrkJRannikmaeMTeacher’s reflection of inquiry teaching in Finland before and during an in-service program: Examination by a progress model of collaborative reflectionInternational Journal of Science and Mathematics Education20131135938310.1007/s10763-012-9341-4 – reference: CrossDAlignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practicesJournal of Mathematics Teacher Education20091232534610.1007/s10857-009-9120-5 – reference: Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65–92). New York, NY: Macmillan. – reference: SuchmanLucyWorking relations of technology production and useComputer Supported Cooperative Work199321-2213910.1007/BF00749282 – reference: Vale, C. (2010). Supporting out-of-field teachers of secondary mathematics. Australian Mathematics Teacher, 66(1), 17-24. – reference: Buzeika, A. (1996). Teachers’ beliefs and practice: The chicken or the egg? In P. C. Clarkson (Ed.), MERGA 19. Technology in mathematics education. (Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia) (pp. 93–100). Melbourne, Australia: MERGA. – reference: VygotskyL. S.Biographical Note onMind in Society1980151610.2307/j.ctvjf9vz4.5 – reference: WallaceCSKangN-HAn investigation of experienced secondary science teachers’ beliefs about inquiry: An examination of competing belief setsJournal of Research in Science Teaching20044193696010.1002/tea.20032 – reference: AttardC“If I had to pick any subject, it wouldn’t be maths”: Foundations for engagement with mathematics during the middle yearsMathematics Education Research Journal20132556958710.1007/s13394-013-0081-8 – reference: Timms, M., Moyle, K., Weldon, P., & Mitchell, P. (2018). Challenges in STEM learning in Australian Schools. Policy Insights, Issue 7. Australian Council for Educational Research, Camberwell, Victoria. Retrieved August, 2018 from https://research.acer.edu.au/policyinsights/7/ – reference: Adamson, F., & Darling-Hammond, L. (2012). Funding disparities and the inequitable distribution of teachers: Evaluating sources and solutions. Education Policy Analysis Archives, 20(37). 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S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International results in mathematics. Boston College, TIMSS & PIRLS International Study Center. Retrieved August, 2018 from http://timssandpirls.bc.edu/timss2015/international-results. – reference: HancockESGallardAJPreservice science teachers’ beliefs about teaching and learning: The influence of K-12 field experiencesJournal of Science Teacher Education201715428129110.1023/B:JSTE.0000048331.17407.f5 – reference: Lee, N. H. (2015). 21st Century Competencies & Singapore Mathematics Curriculum. In Keynote address AME-SMS conference 2015. 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Snippet	This study explored the teaching and learning beliefs of qualified (in-field) secondary science teachers who were teaching mathematics out-of-field that is,...
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SubjectTerms	Addition & subtraction Beliefs Boundaries Continuity (mathematics) Education Educational Practices Interviews Learning Mathematical analysis Mathematics Mathematics Education Mathematics Instruction Mathematics Teachers Science Education Science Instruction Science Teachers Secondary School Mathematics Secondary School Science Secondary School Teachers Teacher Attitudes Teacher Certification Teacher Qualifications Teachers Teaching
Title	Teaching Across Subject Boundaries in STEM: Continuities in Beliefs about Learning and Teaching
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