USING THE CONTEXTUALIZED INTERACTION MODEL TO EXAMINE CHANGES IN TEACHER BELIEFS

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Neale, H. (2011). USING THE CONTEXTUALIZED INTERACTION MODEL TO EXAMINE CHANGES IN TEACHER BELIEFS. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

With the increased importance placed on the science, technology, engineering, and mathematics (STEM) fields throughout the world but particularly in the United States, research in mathematics education has become widely recognized as critical to efforts to improve the ability of U. S. students to compete in a global market. A key focus of this movement has included efforts to improve the teaching of mathematics. Unfortunately, changes in teachers' practices have been slow to evolve. Researchers have found that teachers' beliefs are a critical barrier to enacting change. Though the relationship between teacher beliefs and practices has been studied since the early 80's, a consistent and encompassing model for the interaction between teachers' beliefs and practices has not emerged. This paper presents a proposed model of teacher change, the Contextualized Interaction Model, and the findings of a multiple case study which utilized the model to examine the changes in the beliefs of three elementary teachers engaged in a professional development program. The proposed model was found to accurately include the various factors which appear to interact with teacher beliefs though it was altered to include the impact of the curriculum as a key factor. The various contextual factors represented by the proposed model were found to profoundly impact the alignment between teachers' beliefs and practices.

Details
Author

Neale, Henry

Title

USING THE CONTEXTUALIZED INTERACTION MODEL TO EXAMINE CHANGES IN TEACHER BELIEFS

Physical Description

1 online resource (360 pages) : PDF

Date

2011

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

With the increased importance placed on the science, technology, engineering, and mathematics (STEM) fields throughout the world but particularly in the United States, research in mathematics education has become widely recognized as critical to efforts to improve the ability of U. S. students to compete in a global market. A key focus of this movement has included efforts to improve the teaching of mathematics. Unfortunately, changes in teachers' practices have been slow to evolve. Researchers have found that teachers' beliefs are a critical barrier to enacting change. Though the relationship between teacher beliefs and practices has been studied since the early 80's, a consistent and encompassing model for the interaction between teachers' beliefs and practices has not emerged. This paper presents a proposed model of teacher change, the Contextualized Interaction Model, and the findings of a multiple case study which utilized the model to examine the changes in the beliefs of three elementary teachers engaged in a professional development program. The proposed model was found to accurately include the various factors which appear to interact with teacher beliefs though it was altered to include the impact of the curriculum as a key factor. The various contextual factors represented by the proposed model were found to profoundly impact the alignment between teachers' beliefs and practices.

Genre

doctoral dissertations

Subjects--Topics

Education
Educational leadership
Curriculum planning

Degree

Ph.D.

Keywords

Curriculum
Mathematics Education
Professional Development
Teacher Beliefs
Teacher Practices

Subject Area

Curriculum & Instruction

Advisor(s)

Pugalee, David

Committee Members

Polly, Drew
Vic, Cifarelli
Jeong-Lim, Chae
Jane, Gaultney

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2011.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Neale_uncc_0694D_10216

Permalink

http://hdl.handle.net/20.500.13093/etd:1669