Analyzing beliefs and practices of a Mexican high school biology teacher
Analyzing beliefs and practices of a Mexican high school biology teacher
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分析墨西哥高中生物老师的信念和实践
DOI：
10.1002/tea.20059
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发表时间：
2005
影响因子：
4.6
通讯作者：
G. Waldegg
中科院分区：
文献类型：
--
作者：
J. Verjovsky;G. Waldegg
This article explores the beliefs and practices of a high school biology teacher through three interrelated theoretical frameworks: common knowledge, collaborative learning, and communities of practice. The data were obtained from an in-depth case study of Maria, a biology teacher from a Mexican public high school that was participating in a 4-year international science project using collaborative learning and information and communication technology. Her beliefs and practices were explored by means of questionnaires, semi-structured interviews, and nonparticipant observation of classes. Through the use of the three-component framework, the degrees of coherence between practice and beliefs that guide the teacher's daily behavior became apparent, as well as the difficulties of incorporating innovations due to institutional constraints. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 465–491, 2005
