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...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
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
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Schreiben Sie den ersten Kommentar!