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Change of Pre-Service Physics Teachers' Beliefs on Learning and Teaching Physics through Reflective Practice Activities
New Phys.: Sae Mulli 2019; 69: 58~68
Published online January 31, 2019;
© 2019 New Physics: Sae Mulli.

Sungmin IM*

Department of Physics Education, Daegu University, Gyeongsan 38453, Korea
Correspondence to:
Received November 26, 2018; Revised December 13, 2018; Accepted December 13, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study explored the change in pre-service physics teachers' beliefs on teaching and learning physics before and after reflective practice activities. For this, the authors applied reflective practice activities to pre-service physics teachers who were scheduled for a practicum in the teacher education program and then investigated the changes in each construct of cognitive belief on learning physics and self-efficacy belief on teaching physics. As a result, reflective practice activities had more affect on self-efficacy belief than on cognitive belief, and this was more apparent with female than male teachers. Also, the relevance construct of cognitive belief came to have correlations with all constructs of self-efficacy after reflective practice activities. This study shows the role of pre-service physics teachers' beliefs in the physics teacher education program through reflective practice activities and suggest the application of reflective practice as a practical approach to improve the education of physics teachers.
PACS numbers: 01.40.jc
Keywords: Reflective practice, Cognitive belief, Self-efficacy, Pre-service physics teacher, Teacher education

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