Abstract
Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers’ beliefs is important. It is also critical to study teachers’ beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers’ beliefs about learning and teaching have been analyzed. Teachers’ Beliefs Interview (TBI) has been used for determining the development of preservice science teachers’ beliefs about learning and teaching. At the end of the study, it was determined that through microteaching with lesson study approach, preservice science teachers’ beliefs improved in a positive way that their beliefs significantly changed toward more student-centered. The findings from this study support the notion that application micro teaching with lesson study in Science Teaching Method Course has postitive impact on preservice teachers’ beliefs.
Highlights
Teachers’ decision making about curriculum and instructional tasks is influenced by many different factors
The results of these research stated that if enough time and professional support are provided for preservice teachers, the methods courses in teacher education programs affect preservice teachers’ conceptual changes in ideology and pedagogy in positive ways regarding to developing beliefs (Brown & Melear, 2006; Hart, 2002; Stuart & Thurlow, 2000; Wilson, Floden, & Ferrini-Munday, 2001)
Several past studies have focused on design of methods course and their influence on specific beliefs of preservice teachers (Wilkins & Brand, 2004; Cinici, 2016; Tarmo, 2016; Zhou, Xu, & Martinovic, 2017)
Summary
Teachers’ decision making about curriculum and instructional tasks is influenced by many different factors. People behave in a way they believe (Elbaz, 1983; Korthagen & Kessels, 1999; Northfield, 1998; Pajares, 1992; Shulman, 1986; Tobin et al, 1994) Because of this reason, the study of teacher beliefs has received much attention in recent years (Luft & Roehrig, 2007; Pajares, 1992; Mansour, 2009; van Uden, Ritzen & Pieters, 2014; Wong, 2016). The results of these research stated that if enough time and professional support are provided for preservice teachers, the methods courses in teacher education programs affect preservice teachers’ conceptual changes in ideology and pedagogy in positive ways regarding to developing beliefs (Brown & Melear, 2006; Hart, 2002; Stuart & Thurlow, 2000; Wilson, Floden, & Ferrini-Munday, 2001)
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