Multiple Perspectives for the Study of Teaching: Knowledge, Reason, Understanding, and Being

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This study analyzes the participation of secondary school teachers in a U.S. science education curriculum reform effort. All participating teachers agreed to implement the curriculum in their classrooms; however, the level at which it was implemented varied significantly among teachers. This article reviews the available perspectives used to account for the behavior of these teachers—reliance on a knowledge base, practical reasoning and reflective practice, and sociocultural views—and argues they are incomplete. A fourth perspective is developed in which teaching is viewed as a way of being and teachers as meaning makers immersed in educational situations. The remainder of the article is a cross‐case analysis of two teachers' use of the curriculum as seen from each of these perspectives on teaching.

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Journal of Research in Science Teaching, v. 39, issue 10, p. 1032-1055