Search results for: Gunel Murat

This case study describes the teacher's perceptions, epistemology, and understandings of student-oriented learning environments during a large project in which teachers from Grades 7 to 11 implemented an interactive-constructivist approach in place of a traditional teacher-oriented approach. Analysis from data revealed a consistency between the emerging themes such as the teacher's conceptual and pedagogical knowledge, hypothetical learning trajectory, and the teacher's beliefs and teaching practice.