Teacher beliefs about learning and teaching in primary science and technology
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It is argued that the introduction of many new curricular with their associated teaching practices have failed because the beliefs, views and attitudes of teachers have been ignored. This paper reports the implications of the initial belicfs of primary school teachers involved in a professional development program about science and technology education. In particular, a mismatch between teachers views of learning and teaching is identified and analysed.
KeywordsProfessional Development Development Program Primary School Teaching Practice School Teacher
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