Changes In A Science Teacher’s Pedagogical Practices And Beliefs Following ABI: Onsite Ongoing Professional Support

Date

2019-09-02

Author

Erdal, Fatma Nur
Çakıroğlu, Jale

Metadata

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URI

https://eera-ecer.de/ecer-programmes/conference/24/contribution/48681/
https://hdl.handle.net/11511/86352

Conference Name

The European Conference in Educational Research (ECER) 2019, 2 - 06 Eylül 2019

Collections

Department of Mathematics and Science Education, Conference / Seminar

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Changes in a science teacher’s pedagogical practices and beliefs following ABI: onsite ongoing professional support Erdal, Fatma Nur; Çakıroğlu, Jale; Günel, Murat; Department of Mathematics and Science Education (2018) The purpose of the current study was to investigate how a middle school science teacher’s pedagogical practices and beliefs about teaching and learning has changed during implementation of argument-based inquiry (ABI). In this context, one-on-one onsite ongoing professional support was provided to the teacher by considering teacher’s needs. The participant of this study was one middle school science teacher. The multiple data sources were collected as part of the research: video records of teacher’s classro...
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Citation Formats

F. N. Erdal and J. Çakıroğlu, “Changes In A Science Teacher’s Pedagogical Practices And Beliefs Following ABI: Onsite Ongoing Professional Support,” presented at the The European Conference in Educational Research (ECER) 2019, 2 - 06 Eylül 2019, Hamburg, Almanya, 2019, Accessed: 00, 2021. [Online]. Available: https://eera-ecer.de/ecer-programmes/conference/24/contribution/48681/.