教育社会学
背景(考古学)
科学教育
心理学
社会心理的
社会心理学
数学教育
教育学
地理
精神科
考古
作者
Rehka Koul,Garima Bansal
标识
DOI:10.1007/s11422-023-10181-4
摘要
Abstract This study examines science teacher beliefs working in the conflict-affected zones of Jammu and Kashmir. Research in these areas indicates that teacher beliefs influence their classroom practices and student learning outcomes and that teacher beliefs are highly context sensitive. Using data collected from a questionnaire and focussed group discussions, this research elucidates science teachers’ beliefs regarding how conflict affects classroom practices, conflict and teaching issues, the multifaceted role of teachers in conflict-affected zones, the role of science education in ameliorating conflict, and the changing role of teachers during three decades of active conflict in Jammu and Kashmir. A nuanced picture of teacher beliefs originated from this study suggesting that despite challenges teachers are committed to children’s academic, cognitive, and psychosocial growth.
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