Publication 5404

Tobin K. (1993) Constructivist perspectives on teacher learning. In: Tobin K. (ed.) The practice of constructivism in science education. Lawrence Erlbaum Associates, Hillsdale NJ: 215–226. Fulltext at https://cepa.info/5404
Excerpt: The focus for the research described in this chapter is on teacher learning and curriculum change. We were interested in factors associated with teachers making changes in their classrooms and institutionalizing those changes. The program of research has been in progress since 1984 and continues today (e.g., Tobin 1990a, Tobin and Espinet 1989; Tobin and Fraser 1987; Tobin and Gallagher 1987; Tobin et al. 1990; Tobin and Ulerick 1989). Throughout the entire research program, we have focused on the teacher and the rationale for teaching practices. Our research questions have involved teacher beliefs and other cognitive factors such as metaphors. It is now clear that a prerequisite to understanding the change process is to understand the culture in which teaching and learning are embedded.

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