Abstract
This paper explores the transformations in the beliefs and practices of a primary school teacher of science in the context of participation in constructivist-based professional development. This case study research employed formal and informal teacher interviews and the qualitative instrument “Secondary Teaching Analysis Matrix — Science Version” (STAM). The research aimed to authentically describe the transformations of the teacher’s beliefs and practices. Constructivist literature suggests that a teacher core belief system can be separated into three belief sets, past experience belief sets, environment and culture belief sets, and epistemology belief sets. The results from this study are threefold. First, the teacher’s three belief sets did not initially include beliefs about the importance of a constructivist approach. This was manifest in a teacher-centered approach in the initial semester. Second, employing a constructivist approach assisted the teacher to change the original belief sets. Third, the positive response of students assisted the teacher to shift his practice from teacher-centered to student-centered. This study suggests that discussions about epistemology during teacher professional development may assist teachers to realize a constructivist approach in their teaching. Further studies of teacher belief sets may be warranted.
| Keywords: | teacher belief; constructivist approach teaching; teacher professional development |
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