Teachers' Beliefs and Practices in Technology-based Classrooms: A Developmental View

被引:81
|
作者
Levin, Tamar [1 ]
Wadmany, Rivka [2 ]
机构
[1] Tel Aviv Univ, Sch Educ, IL-69978 Tel Aviv, Israel
[2] Teachers Coll Technol, Tel Aviv, Israel
关键词
teacher beliefs; technology integration; information-lich tasks; teacher cognition; multiple beliefs;
D O I
10.1080/15391523.2006.10782478
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This paper reports on an exploratory, longitudinal study that analyzes and interprets the evolution of teachers beliefs regarding learning teaching and technology, and their instructional practices, in the context of integrating technology-based information-rich tasks in six 4th-6th grade classrooms. The study used multiple research tools, interviews, questionnaires and observations, focusing on both teachers beliefs and classroom practices. The findings reveal that following multi-year experiences in technology-based classrooms, teachers educational beliefs had changed quite substantively, demonstrating multiple views rather than pure beliefs. The study argues that teachers beliefs form a mosaic of complementary visions, even conflicting ones. It also shows that it is easier to change classroom practices than educational beliefs.
引用
收藏
页码:157 / 181
页数:25
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