[[abstract]]Explored were the changes of an elementary school teacher’s belief and teaching performance in her science classes in the duration of 1992 to 2001. Teacher Wong was the case for study. Data of 1992 were provided by Dr. Tien-Ying Lee. The author observed the case in 2002. The classroom observation, interview of teacher and students and document collection were employed to analyze the teacher belief, questioning technique, teacher-student interaction, classroom management, assessment of students’ performance and teaching strategies. The Blosser Question Category System for Science was applied to characterize the question types of the case teacher. Flander’s category was adopted to analyzed the student-teacher interaction in her science classroom. Assertions were inducted from data analysis and triangulation. The results were as the followings: 1) no explicit change was found in the teacher’s belief in the nature of science and science teaching; 2) the amount of questions increased but most were focusing on recall, convergent thinking, and classroom management; 3) the frequency of teacher talking increased and the ratio of teacher direct influence was high as before; 4) classroom management was more diversified and vivid than before; 5) teaching strategies were more diversified and vivid than before; 6) more alternative assessments were employed. The factors that influenced the teacher’s performance are the grade to teach, teaching experience and variance of school between urban and suburban area, being a master teacher or a special content teacher, and the environment of the schools. Suggestions are recommended as follows: 1) the growth of a teacher comes from self-reflection, it is expected teachers do self-reflection always; 2) teacher can received advanced multidisciplinary learning to promote their teaching performance; 3) to facilitate a supporting system for beginning teacher is urgent need; 4) school should maintain well and provide enough equipments in laboratory to help teachers in science teaching; 5) a longitudinal observation of a teacher’s change is recommended.
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