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Multiple perspectives for the study of teaching: Knowledge, reason, understanding, and being
Author(s) -
Feldman Allan
Publication year - 2002
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.10051
Subject(s) - curriculum , perspective (graphical) , mathematics education , meaning (existential) , sociocultural perspective , pedagogy , sociocultural evolution , science education , teaching method , psychology , sociology , computer science , artificial intelligence , anthropology , psychotherapist
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