The impact of early life history on teachers' beliefs: in‐school and out‐of‐school experiences as learners and knowers of science

Abstract

This qualitative study describes the differences in the lived experiences of two elementary teachers and the impact these differences have had on their beliefs and practices as teachers of science. Although both teachers experienced traditional, textbook‐driven science instruction as students in schools, their experiences with science outside of school were markedly different. The teacher who had rich out‐of‐school experiences with science was able to embrace reform and teach from a constructivist stance in her classroom, while the other teacher was more comfortable using a traditionalist model of teaching. A discussion comparing and contrasting these findings related to current literature about teachers' beliefs, backgrounds and practices is provided. Implications for teacher educators and parents are discussed.

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