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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Vydané v:International journal of science and mathematics education Ročník 18; číslo 3; s. 463 - 483
Hlavní autori: Vale, Colleen, Campbell, Coral, Speldewinde, Christopher, White, Pennie
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Singapore Springer Singapore 01.03.2020
Springer
Springer Nature B.V
Predmet:
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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Shrnutí: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.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-019-09983-2