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Teachers and Teaching
theory and practice
Volume 11, 2005 - Issue 1
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Original Articles

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

Leigh K. Smith *View further author information
Pages 5-36 | Published online: 20 Aug 2006

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Ling Li & Jia Li Huang. (2023) Exploring preservice teachers’ belief changes during early childhood education teaching practicum in China: A case study. Asia Pacific Journal of Education 0:0, pages 1-15.
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Nurcan Cansiz & Mustafa Cansiz. (2022) Profiling preservice science teachers’ early experiences, beliefs about teaching, and teaching practices. Research in Science & Technological Education 40:2, pages 149-167.
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Hilal Handan Atlı & John O’Dwyer. (2021) The contribution of personal epistemological beliefs to uptake in in-service professional development: a case-study. Professional Development in Education 0:0, pages 1-19.
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Lara K. T. Smetana & Ali Kushki. (2021) Exploring Career Change Transitions through a Dialogic Conceptualization of Science Teacher Identity. Journal of Science Teacher Education 32:2, pages 167-187.
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Maria Amélia Martins-Loução, Gisela Gaio-Oliveira, Raquel Barata & Nuno Carvalho. (2020) Inquiry-based science learning in the context of a continuing professional development programme for biology teachers. Journal of Biological Education 54:5, pages 497-513.
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Marcello Giovanelli. (2015) Becoming an English language teacher: linguistic knowledge, anxieties and the shifting sense of identity. Language and Education 29:5, pages 416-429.
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Erika Löfström & Tuomas Pursiainen. (2015) Knowledge and knowing in mathematics and pedagogy: a case study of mathematics student teachers’ epistemological beliefs. Teachers and Teaching 21:5, pages 527-542.
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Wing-Mui Winnie So, May-Hung May Cheng, Siu-Cheung Kong & Ngai-Ying Fiona Ching. (2014) Views of primary science teachers towards the use of online resources to support the implementation of inquiry learning. Education 3-13 42:4, pages 386-401.
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Anna Danielsson & Paul Warwick. (2014) ‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers. International Journal of Science Education 36:1, pages 103-128.
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Julie Thomas, Toni Ivey & Jim Puckette. (2013) Where Is Earth Science? Mining for Opportunities in Chemistry, Physics, and Biology. Journal of Geoscience Education 61:1, pages 113-119.
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Annabel Watson. (2012) Navigating ‘the pit of doom’: Affective responses to teaching ‘grammar’. English in Education 46:1, pages 22-37.
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Sherry Southerland, Alejandro Gallard & Laurie Callihan. (2011) Examining Teachers' Hurdles to ‘Science for All’. International Journal of Science Education 33:16, pages 2183-2213.
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RobinG. Smith. (2007) Developing professional identities and knowledge: becoming primary teachers. Teachers and Teaching 13:4, pages 377-397.
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Articles from other publishers (36)

Ebru BOZPOLAT & Fatma ALEM. (2022) Ortaokul Öğretmenlerinin Okul Dışı Öğrenmeyi Düzenlemeye İlişkin Algılarının Çeşitli Değişkenler Açısından İncelenmesiInvestigation of Secondary School Teachers’ Perceptions on Regulating out-of-School Learning in terms of Various Variables. Bayburt Eğitim Fakültesi Dergisi 17:36, pages 1368-1397.
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Melissa Hulings. (2022) What are they bringing with them? Understanding past science experiences of preservice elementary teachers and what they mean for the science methods course. Journal of Research in Science Teaching 59:8, pages 1465-1488.
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Tímea Mezei & József Balázs Fejes. (2021) A tanulási motivációról alkotott tanári nézetek feltárásának megközelítései – szakirodalmi áttekintés. Magyar Pedagógia 121:4, pages 361-394.
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Stephanie J. Hathcock, Joanna K. Garner & Avi Kaplan. (2020) Examining micro‐change within and among science teachers' identities: A multiple case study. Science Education 104:5, pages 827-856.
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Ema Puspitasari, Bambang Widi Pratolo & Aulia Mufida Izzatul Mahfiana. (2020) Teacher’s Belief about the Implementation of Curriculum 2013 in English Language. Ethical Lingua: Journal of Language Teaching and Literature 7:1, pages 101-111.
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İsmail DÖNMEZ & Mehmet Fatih TAŞAR. (2020) A Self-Study on The Values and Beliefs of Science Teachers and Their Science, Technology, Engineering and Mathematics (STEM) Applications. Participatory Educational Research 7:1, pages 59-79.
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Mustafa Cansiz & Nurcan Cansiz. (2019) How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?. SAGE Open 9:4, pages 215824401988512.
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Rory Glass. (2018) Science teacher identities in the making. Cultural Studies of Science Education 14:1, pages 69-76.
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Raquel Chung-Parsons & Janelle M. Bailey. (2019) The hierarchical (not fluid) nature of preservice secondary science teachers' perceptions of their science teacher identity. Teaching and Teacher Education 78, pages 39-48.
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Pooja Dharamshi. (2019) “I remember being aware of how I was being positioned by my school”: How early experiences with deficit views of education influence the practices of literacy teacher educators. Teaching and Teacher Education 77, pages 90-99.
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Lydia Mavuru & Umesh Ramnarain. (2018) Relationship between Teaching Context and Teachers’ Orientations to Science Teaching. EURASIA Journal of Mathematics, Science and Technology Education 14:8.
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Jiahang Li. 2018. Social Media in Education. Social Media in Education 279 295 .
Jiahang Li. 2017. Preparing Foreign Language Teachers for Next-Generation Education. Preparing Foreign Language Teachers for Next-Generation Education 261 277 .
Larike H. Bronkhorst & Sanne F. Akkerman. (2016) At the boundary of school: Continuity and discontinuity in learning across contexts. Educational Research Review 19, pages 18-35.
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Siva Sankar A/L R. Mahalingam & Mohd Isa Hamzah. (2016) Penggunaan Kaedah Inkuiri Penemuan dalam Kalangan Guru-Guru Sejarah Sekolah Menengah. Proceedings of The ICECRS 1:1.
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Margaret R. Blanchard, Catherine E. LePrevost, A. Dell Tolin & Kristie S. Gutierrez. (2016) Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools. Educational Researcher 45:3, pages 207-220.
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Anna T. Danielsson & Paul Warwick. 2016. Studying Science Teacher Identity. Studying Science Teacher Identity 71 88 .
Anna T. Danielsson & Paul Warwick. 2016. Studying Science Teacher Identity. Studying Science Teacher Identity 71 88 .
David Bruce, Randy Yerrick, Michael Radosta & Chris Shively. 2015. Video Research in Disciplinary Literacies. Video Research in Disciplinary Literacies 41 57 .
PATRICK ENDERLE, MICHAEL DENTZAU, KATRINA ROSELER, SHERRY SOUTHERLAND, ELLEN GRANGER, ROXANNE HUGHES, BARRY GOLDEN & YAVUZ SAKA. (2014) Examining the Influence of RETs on Science Teacher Beliefs and Practice. Science Education 98:6, pages 1077-1108.
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Siham Al-Amoush, Silvija Markic, Muhammet Usak, Mehmet Erdogan & Ingo Eilks. (2013) BELIEFS ABOUT CHEMISTRY TEACHING AND LEARNING—A COMPARISON OF TEACHERS’ AND STUDENT TEACHERS’ BELIEFS FROM JORDAN, TURKEY AND GERMANY. International Journal of Science and Mathematics Education 12:4, pages 767-792.
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Yavuz Saka. (2013) Who are the Science Teachers that Seek Professional Development in Research Experience for Teachers (RET’s)? Implications for Teacher Professional Development. Journal of Science Education and Technology 22:6, pages 934-951.
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Yavuz Saka, Sherry A. Southerland, Julie Kittleson & Todd Hutner. (2012) Understanding the Induction of a Science Teacher: The Interaction of Identity and Context. Research in Science Education 43:3, pages 1221-1244.
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Lesley Gill. (2012) Systemic Action Research for Ethics Students: Curbing Unethical Business Behaviour by Addressing Core Values in Next Generation Corporates. Systemic Practice and Action Research 25:5, pages 371-391.
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Sherry A. Southerland, Scott Sowell, Margaret Blanchard & E. M. Granger. (2010) Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform. Research in Science Education 41:3, pages 299-317.
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Caroline F. Mansfield & Simone E. Volet. (2010) Developing beliefs about classroom motivation: Journeys of preservice teachers. Teaching and Teacher Education 26:7, pages 1404-1415.
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Mustafa Yasar. (2010) Resistance in Teacher Education in the Context of Educational Drama. Pakistan Journal of Social Sciences 7:5, pages 371-379.
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Yavuz Saka, Sherry A. Southerland & Jeffrey S. Brooks. (2009) Becoming a member of a school community while working toward science education reform: Teacher induction from a cultural historical activity theory (CHAT) perspective. Science Education 93:6, pages 996-1025.
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Julie Stafford Plummer & Blake E. Peterson. (2009) A Preservice Secondary Teacher's Moves to Protect Her View of Herself as a Mathematics Expert. School Science and Mathematics 109:5, pages 247-257.
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John P. Myers. (2009) Learning in politics: Teachers’ political experiences as a pedagogical resource. International Journal of Educational Research 48:1, pages 30-39.
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John Settlage, Sherry A. Southerland, Leigh K. Smith & Robert Ceglie. (2008) Constructing a doubt‐free teaching self: Self‐efficacy, teacher identity, and science instruction within diverse settings. Journal of Research in Science Teaching 46:1, pages 102-125.
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Katy Brady & Lisa Woolfson. (2010) What teacher factors influence their attributions for children's difficulties in learning?. British Journal of Educational Psychology 78:4, pages 527-544.
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Christine Lotter, William S. Harwood & J. José Bonner. (2007) The influence of core teaching conceptions on teachers' use of inquiry teaching practices. Journal of Research in Science Teaching 44:9, pages 1318-1347.
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Sherry A. Southerland, Leigh K. Smith, Scott P. Sowell & Julie M. Kittleson. (2016) Chapter 2 Resisting Unlearning: Understanding Science Education’s Response to the United States’s National Accountability Movement. Review of Research in Education 31:1, pages 45-77.
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Leigh K. Smith & Sherry A. Southerland. (2007) Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform. Journal of Research in Science Teaching 44:3, pages 396-423.
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Sigrid Blömeke. 2007. Jahrbuch Medien-Pädagogik 6. Jahrbuch Medien-Pädagogik 6 246 259 .

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