Silvija Markic|Ingo Eilks
A Comparison of Student Teachers' Beliefs from Four Different Science Teaching Domains Using a Mixed Methods Design
University of Bremen|University of Bremen
abstract study presented paper integrates data four combined research studies qualitative quantitative nature studies describe freshman science student teachers beliefs teaching learning freshmen intend become teachers germany one four science teaching domains secondary biology chemistry physics respectively well primary school science qualitative data first study based student teachers drawings teaching situations formulated using grounded theory test three scales beliefs classroom organisation beliefs teaching objectives epistemological beliefs three quantitative studies give insight student teachers curricular beliefs beliefs nature science student andor teachercentredness science teaching paper describes design integrate data within mixed methods framework aim current study describe broad triangulated picture freshman science student teachers beliefs teaching learning within respective science teaching domain study reveals clear tendencies subgroups results suggest freshman chemistry andeven pronouncedlyfreshman physics student teachers profess quite traditional beliefs science teaching learning biology primary school student teachers express beliefs subjects line modern educational theory mixed methods approach towards student teachers beliefs reflected upon implications science education science teacher education discussed keywords science student teachers beliefsmixed methods approachscience teacher education