The interplay of a biology teacher's beliefs, teaching practices and gender-based student-teacher classroom interaction

Hsiao-Ching She*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

41 Scopus citations

Abstract

Cross-relationships among a Taiwanese seventh-grade biology teacher's beliefs, practices and classroom interaction with either male or female students were qualitatively and quantitatively analysed. Results show that the teacher's classroom practices reflect her teaching philosophy, which she described in interviews held before and throughout the class observation period. Gender-based characteristics clearly play an important role in establishing and maintaining differences in interactions between male or female students and their teacher in this particular classroom. Data collected from classroom observations show that the subject teacher's beliefs concerning boy/girl differences in learning style and classroom participation are reinforced or sustained by her behaviour, which includes unequal distribution of direct questions, unbalanced feedback and encouragement, and a lack of restrictive controls on calling out answers.

Original languageEnglish
Pages (from-to)100-111
Number of pages12
JournalEducational Research
Volume42
Issue number1
DOIs
StatePublished - 1 Jan 2000

Keywords

  • Gender
  • Middle school biology class
  • Student-teacher interactions
  • Teacher's beliefs
  • Teaching practices

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