Science teachers' beliefs and practices: Collaboration as a trigger of change

Abstract

Teachers' beliefs regarding teaching affect how they think and act and as such influence teachers' curricular decisions and how they interpret innovative ideas. The role of a facilitator is important for creating opportunities for teachers to review and explore beliefs and practices. This study explores the role that the collaborative process between a facilitator and Physics and Chemistry teachers plays in the process of professional development. More specifically, the goals of the present research are 1) to study a collaborative process between teachers and a facilitator and 2) to understand how this process contributes for changing teachers' beliefs and practices. In order to achieve these goals, a specific program of professional development (PACIR) was studied, which characteristics were sourced on literature concerning the relationship between beliefs and practices and between reflection and collaboration. Five Physics and Chemistry teachers were involved in a qualitative study. The result shows that PACIR involved a facilitator and teachers in deep collaboration, fostering the implementation of new practices, discussion and exploration of new ideas, reflection on teaching and learning experiences. The collaboration, grounded on a trusting relationship and on a constant negotiation of meanings, was essential for teachers to overcome their fears and uncertainties, to stimulate teachers to develop different practices and to leave their comfort zone and review some of their beliefs.