Multiple perspectives for the study of teaching: Knowledge, reason, understanding, and being

Authors

  • Allan Feldman

    Corresponding author
    1. School of Education, Box 33045, University of Massachusetts, Amherst, Massachusetts 011003-3045
    • School of Education, Box 33045, University of Massachusetts, Amherst, Massachusetts 011003-3045.
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Abstract

This study analyzes the participation of secondary school teachers in a U.S. science education curriculum reform effort. All participating teachers agreed to implement the curriculum in their classrooms; however, the level at which it was implemented varied significantly among teachers. This article reviews the available perspectives used to account for the behavior of these teachers—reliance on a knowledge base, practical reasoning and reflective practice, and sociocultural views—and argues they are incomplete. A fourth perspective is developed in which teaching is viewed as a way of being and teachers as meaning makers immersed in educational situations. The remainder of the article is a cross-case analysis of two teachers' use of the curriculum as seen from each of these perspectives on teaching. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 1032–1055, 2002

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