ABSTRACT

In a very often-cited review of research on students’ attitudes toward science, Osborne, Simon, and Collins (2003) conclude, “For the research evidence shows clearly that it is the teacher variables that are the most significant factor determining attitude, not curriculum variables” (p. 1070). The research contains a plethora of similar statements, all of which emphasize the central role of teachers in bringing about changes in students. Over the past 50 years, research on teachers and teaching has focused on different aspects to understand the role of teachers in educational processes: teachers’ personality traits (e.g., being enthusiastic or having high expectations of students), teachers’ behavior (e.g., being able to apply effective teaching behaviors and create a positive learning environment), teacher thinking (e.g., lesson planning and reflection), and teacher knowledge and beliefs.