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The Relationship Between Science High School Teachers` Beliefs of Gifted Education and Classroom Practices
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 Title & Authors
The Relationship Between Science High School Teachers` Beliefs of Gifted Education and Classroom Practices
Noh, Hee-Jin; Kim, Dong-Uk; Paik, Seoung-Hey;
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 Abstract
This study investigated the relationship between science high school teachers` beliefs of gifted education and classroom practices. The data of this case study were collected from three science teachers who worked in a science high school through qualitative research methods such as interviews and classroom observations. The other various data related to science high school management and the teachers` teaching were collected and analyzed using the constant comparative method. The results of the study are as follows: the teacher of long period in-service experience in science high school had teacher-centered belief, and his classroom practices were matched with his beliefs. The teacher of short period in-service experience in science high school had student-centered belief, and her classroom practices were matched with her beliefs, also. The teacher of medium period in-service experience in science high school had student-centered belief, but her teacher-centered classroom practices were mismatched with her beliefs. From the results, it could conclude that school culture affects on teachers` classroom practices stronger than beliefs. The longer career period of science high school changed easier teachers` beliefs into knowledge education for university entrance examination removed from gifted education. To solve these problems, we suggest the needs of teacher education programs for science high school teachers.
 Keywords
 Language
Korean
 Cited by
1.
창의·인성 중심 과학영재 교수-학습 모형의 효과적 활용방안 탐색,최규리;

영재교육연구, 2014. vol.24. 4, pp.483-507 crossref(new window)
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