| This study investigated the personal belief systems of novice and veteran secondary biology teachers in their daily practice of teaching in a large urban school district. I used the personal belief system conceptualized by Kindsvatter et al. (1992) to explore the nature and sources of teachers' beliefs dichotomized into rational and intuitive bases. To distinguish the teachers' knowledge from their beliefs, I used Nespor's (1987) framework of belief structures. Whether a "reciprocal relationship" existed between teachers' personal belief systems and their experiences was also explored. Finally, using Eisner's (1985) six orientations to curriculum, I compared the beliefs of novice and veteran biology teachers about the following elements: learners, society, schooling (education) and teachers' selves.;Using a qualitative approach, mini-case study, and multiple site methodology, I studied three novice and three veteran biology teachers. I used observations and interviews to gather data about their beliefs, practices, and biographies. Data analysis included content and narrative analysis with interpretations based on my experiences as a veteran biology teacher and researcher.;The study showed: (1) The nature of a personal belief system of both veteran and novice biology teachers, consistent with Kindsvatter's model, was composed of rational and intuitive bases. (2) Sources of the beliefs used to organize teaching appeared to be intrinsic and family instilled for both the novice and veteran biology teachers. (3) A "reciprocal relationship" existed between teachers' beliefs and their experiences. (4) Novices, but not veterans, had all come to teaching from other careers. (5) All participants spoke about the learners as distracted by events outside of the school. They believed partnerships between schools and businesses are needed for the twenty-first century. (6) Teaching frameworks subscribed to by Urban District live in rhetoric, not in teachers' daily practice. Participants voiced a need to be treated as professionals. |
