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Academic literature on the topic 'Teacher beliefs'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Teacher beliefs"

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Alfaro Víquez, Helen, and Jorma Joutsenlahti. "Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators." Education Sciences 11, no. 2 (February 12, 2021): 70. http://dx.doi.org/10.3390/educsci11020070.

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Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers’ beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa Rican public universities, using the Teacher Education and Development Study in Mathematics (TEDS-M) questionnaire. The results suggest that both pre-service teachers and teacher educators believe in a constructivist orientation focused on the learner. Both groups support the view of mathematics as a process of inquiry and active learning and agree that mathematical skills are not fixed or associated with gender or culture. In the literature, the beliefs manifested by the participants are associated with positive results regarding student outcomes and teaching practices. Therefore, policymakers should be concerned with providing environments that allow and encourage teachers to continue with these belief orientations when they start teaching.
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Tatar, Nilgün. "PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING." Journal of Baltic Science Education 14, no. 1 (February 20, 2015): 34–44. http://dx.doi.org/10.33225/jbse/15.14.34.

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This study examines pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Key words: belief about teaching, inquiry-based teaching, mental image, pre-service teachers’ education.
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Başar, Serhat. "Teacher Cognition in Grammar Teaching: A Case Study in a Turkish EFL Context." International Journal of Modern Education Studies 4, no. 2 (December 8, 2020): 57. http://dx.doi.org/10.51383/ijonmes.2020.51.

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This Language Teacher Cognition (LTC) study primarily explores language teachers’ beliefs and practices about a common Instructed Second Language Acquisition (ISLA) construct: Grammar Teaching (GT). This study also aims to investigate to what extent teacher beliefs and practices compromise with each other and cognitive and contextual factors behind their cognition. The data were collected through interviews, observations, and stimulated recall with the teachers. The findings after a cross-case analysis revealed that coursebook-based beliefs, experience-based beliefs, lack of theoretical knowledge and inclination for communicative activities influence what teachers believe about GT. There are both congruent and incongruent relationships between beliefs and practices varying from one teacher to another due to the effect of experiential knowledge, unconscious decisions, and some contextual factors. The findings can contribute to the integration of LTC into ISLA studies, and to LTC framework by exploring the effects of many variables on teachers’ decision making processes. Key words: Language Teacher Cognition (LTC), Grammar Teaching (GT), teacher beliefs, teacher practices
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Ansori, Muhammad, Joko Nurkamto, and Suparno Suparno. "Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 4 (December 16, 2019): 541–55. http://dx.doi.org/10.34050/els-jish.v2i4.8164.

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Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a public senior high school. Data were collected using interviews, observation, and review of documents. Data then were analyzed using the Pattern Matching technique (Yin, 2018) and interactive model data analysis (Miles, Huberman, & Saldaña, 2014). The results revealed that the teacher held strong beliefs about the integration of HOTS in teaching reading. These beliefs include belief about the conception of HOTS, the importance of HOTS, the role of the teacher, the strategies to promote HOTS, and the assessment of HOTS. In practice, the teacher did not fully reflect what she believes, especially about the assessment of HOTS. It also found that training, learning experience, teaching experience, institutional factor, student factor, and availability of learning support influenced teacher beliefs and practice in integrating HOTS in teaching reading. This study implies that there needs more teachers’ professional development to support the successful integration of HOTS in English language teaching.
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Debreli, Emre. "Pre-Service Teachers’ Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature." Higher Education Studies 6, no. 1 (January 26, 2016): 116. http://dx.doi.org/10.5539/hes.v6n1p116.

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It is often said that beliefs determine the ways teachers think and act in classrooms. There is now strong evidence that teachers’ beliefs are formed during their previous education as students, and that they exert a powerful influence throughout their careers. However, only little has yet been done on the teacher education programmes’ influence on teachers’ beliefs, especially by taking the programme nature into consideration. The present study attempted to explore whether it is the previous learning experiences or the teacher education programme that influenced teachers’ belief formation. Data were collected from sixteen ELT pre-service teachers in a university in Northern Cyprus through semi-structured interviews. Findings revealed that programme nature had a significant influence on pre-service teachers’ belief formation compared to the influence of their previous learning experiences. Other sources of beliefs were also identified. Implications for teacher education are discussed.
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Ročāne, Maija. "The Significance of Teacher`s Beliefs in the Learning Process." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 165. http://dx.doi.org/10.17770/sie2015vol2.452.

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<p><em>Nowadays the innovative learning methods and approaches have been implemented in the learning process. Thus opportunities for the discovery of students` talents and abilities are created. Unfortunately, the lack of teachers` beliefs creates barriers in the process of discovering students` talents and abilities. Teachers` beliefs are essential in the process of introduction of the learning method-debating in the lesson. Therefore, the change of teacher`s belief is important: from only talented students can debate to each student can debate. The lack of teacher`s beliefs in the learner's ability to become a successful learner questions the expected results. The interview carried out in Liepaja Secondary School No.15 showed that the teachers' opinion is that the pedagogical belief can be changed. The experience, feedback, teacher training, as well as success stories were mentioned as teachers` beliefs influencing factors. Teacher training programs were emphasized as an essential component for strengthening teachers` beliefs, acquiring new knowledge and developing the ability to accept personal responsibility for student growth. Most of the interviewed teachers admitted that their pedagogical beliefs have been changed by the achievements of their students as well.</em><em> </em></p><p> </p>
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Grubbs, Jeffrey B. "Helping Pre-Service Art Teachers Confront their Pedagogical Belief Systems." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 8–20. http://dx.doi.org/10.31686/ijier.vol2.iss10.243.

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People are behaviorally and psychologically complex to a point that we cannot separate ourselves from our values, beliefs, and assumptions; they affect every part of our lives. In education, beliefs influence what, why, and how something is taught. The many threads of teacher belief literature have deepened our understanding of the teaching phenomenon for many decades. This article suggests that educational quality can be improved if teachers would analyze their own educational belief systems more systematically and comprehensively. The article gives a brief history of teacher belief research and suggests a framework by which teachers could analyze their thinking, beliefs, or assumptions. The article finishes with an example of how one professor integrated teacher belief research into a college course helping pre-service art educators analyze their conflicting belief systems.
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Součková, Zuzana. "Teacher beliefs and their manifestation in teaching from the perspective of pre-service teacher trainees." Journal of Language and Cultural Education 8, no. 2 (November 1, 2020): 114–26. http://dx.doi.org/10.2478/jolace-2020-0016.

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Abstract Teacher beliefs play an important role in addressing the issue of teacher training. Teaching philosophy has long been a question of great interest in a wide range of fields in teacher education. There is a growing body of literature that recognises the importance of what teacher trainees or teachers in general think, believe and do in teaching. Studies over the past two decades have provided important information on the possible factors that may impact the formation of teacher beliefs. The paper attempts to explore the relationship between previous school experience and the formation of teacher beliefs among teacher trainees who can provide viewpoints of a teacher and a student at the same time. Moreover, the paper examines teaching methods and techniques that the trainees apply in their teaching as a result of what they believe in as teachers. Data were obtained from semi-structured interviews conducted with pre-service teacher trainees as a part of feedback sessions during teaching practice. By employing qualitative approach, the research contributes to a deeper understanding of the formation and manifestation of teacher beliefs in teaching.
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Eisenhart, Margaret A., Judith L. Shrum, Joe R. Harding, and Alexander M. Cuthbert. "Teacher Beliefs." Educational Policy 2, no. 1 (March 1988): 51–70. http://dx.doi.org/10.1177/0895904888002001004.

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Angaiz, Dil, Shazia Kanwal, and Salma Jan. "TEACHING BELIEFS AND PRACTICES OF TEACHER-EDUCATORS TEACHING IN B.ED. HONS. ELEMENTARY AT A PUBLIC SECTOR UNIVERSITY IN GILGIT CITY." Pakistan Journal of Social Research 03, no. 03 (September 30, 2021): 418–31. http://dx.doi.org/10.52567/pjsr.v3i3.266.

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The purpose of this research study was to examine the teaching beliefs and practices of teacher educators teaching in B.Ed. Hons regarding elementary program in a public sector university in Gilgit city. Within qualitative research, case study design was employed to conduct the research study. Ten teacher educators were selected from within a total population of seventeen teacher educators teaching in the B.Ed. Hons. Elementary program was selected through convenient sampling technique. Research tools included descriptive interview questionnaire, and document analysis. Findings of the study revealed that teachers seemed to believe in variety of teaching strategies and emphasized on giving feedback to students along with other formative and summative assessment strategies. Findings indicated effect of teacher preparation programs in changing teachers' beliefs and practices. However, there appears to be inconsistency in teachers' beliefs and practices. Future research should explore the variation between beliefs and practices. Key Terms: Pedagogical beliefs and practices, Teacher educators, Elementary programs, Public university, Teaching learning
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Dissertations / Theses on the topic "Teacher beliefs"

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McClung, Samuel Alan. "Peer evaluator beliefs analyzed within a teacher belief framework." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186587.

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The purpose of this study was to describe the views of peer evaluators within a career ladder system in one school district in the Southwestern United States. The methods and data analysis used 3 parts of a theoretical framework developed by Lortie (1975): goals sought in the workplace (perspectives on purpose), effective teaching (and the effects of endemic uncertainties of teaching to effectiveness), and preferences in job tasks (logic of sentiments). Eleven peer evaluators were interviewed. The data from the interviews were qualitatively analyzed and presented. Among the findings, peer evaluators' perspectives on purpose included goals to gain experience for leaving the classroom. Peer evaluators' endemic uncertainties included the assessment of teaching and the description of an effective teacher. Within peer evaluators' logic of sentiments, they preferred to observe students and work with teachers. Peer evaluators disliked determining the compensation of teachers. Within their logic of sentiments, peer evaluators viewed teachers as a well-qualified group willing to continue their own professional growth. Peer evaluators found their relationship with teachers constrained because of their roles of assisting teachers in their professional growth and summatively assessing teachers. Implications of this study include the need for further study to describe the views of teachers involved in differentiated staffing in career ladder programs. Additionally, further study is needed to determine the relationship of the views of teachers within a career ladder program to the success of the policies and activities of these programs.
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Barnes, Valerie Rose. "Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984215/.

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This project aims to explore the beliefs of international teachers regarding the students with whom they work, and the change in those beliefs over time. Participant observation, interviews, and questionnaires were used as tools of collection to address the following research questions: How did teachers' beliefs about students change over time? What variables were significantly associated with the rate of change in teacher beliefs about students? What types of challenges did teaches face while living and working in Thailand? Over the course of four months, I shadowed twenty-two U.S. teachers in thirteen different locations throughout Thailand. Participants were enrolled in an international teaching program in Thailand that provided a cultural orientation and teacher training. Participants were then assigned to teaching jobs throughout the country. Qualitative and quantitative data was analyzed using SPSS and NVivo software. This project contributes to the scholarship of teaching and learning, and anthropological and education research dedicated to exploring teachers' beliefs about students. Results of the study provide vital information about what variables or experiences may influence a critical analysis of beliefs among teachers working with students who they perceive as different from themselves. Due to some of the parallels between this study population and that of teachers in public schools within the United States, findings may also be applicable to preservice teacher training contexts that consider ways to help teachers critically reflect on their beliefs and worldviews in preparation for working with students whom they may perceive as different from themselves.
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Lockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.

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Cooper, Elizabeth N. "The beliefs of teacher educators." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31110.

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This was an exploratory, descriptive study, focussed on the concepts used by certain teacher educators to describe their work. Open-ended interviews were conducted with 25 teacher educators who worked with undergraduate student teachers in one Canadian university. Their descriptions of the knowledge and the practice which they believed important to the successful completion of their work were classified. Themes were identified and compared to themes derived from a review of literature about teacher education. Three broad categories of belief about the nature of, and the relationship between, the theory and the practice of teacher education were identified. Sub-categories of two of the three broad categories were also identified. The categories which emphasized the primacy of theory were called naive deduction, classical rationalism and technical rationalism. The categories which emphasized the primacy of practice were naive induction, personal practical knowledge and inquiry. The third category emphasized the necessary interaction of theory and practice. Two other broad categories of belief were identified. They described teacher educators who believed student teachers acquire knowledge and skill best If teacher educators teach theory directly (reductionlsm) and those who believed student teachers learned best when helped to interpret experience (wholism). These beliefs were interpreted as being sustaining beliefs, that is, beliefs which serve as general guides to teacher educators' work. Some of these sustaining beliefs reflect the school context of teacher education, others the university context. As a result, teacher educators face dilemmas of choice. It was concluded that this research provided some avenues for further investigation which may help teacher educators to understand more clearly the difficulties experienced when programs are developed or changed.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Greene, Terry A. "Impacting teacher beliefs: A whole language teacher education program." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187335.

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This multi-case study focuses on a preservice teacher education program and four of the teacher candidate participants. It is important to the field as the focus is on teacher candidates at a mid-point in their professional coursework and also provides an in depth description of the learning experiences provided in a constructivist teacher education program. The teacher education program known as "the whole language block" consists of undergraduate methods instruction in reading, language arts, and social studies and an apprenticeship experience on-site at Borton Primary Magnet School in South Tucson, Arizona. The philosophy of whole language guides the instruction of the block. The case studies focus on the personal beliefs about learning and teaching of four teacher candidates and provide a "window" into the block experience. The data consists of two participant interviews, participants journals, daily field notes, participant exit cards, participant mid/final reflections, interviews with faculty instructors, and personal reflections of the researcher. The data was used to construct and critically analyze two "typical" days of the whole language block; and to construct four case studies of the experiences of the participants. The results of the study demonstrate a change in the teacher candidates' personal beliefs after participating in the whole language block. Additionally, the results speak to the importance of the use of a constructivist philosophy like whole language in teacher education programs. The critical role of an apprenticeship experience for teacher candidates is also supported.
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Muller, Sara Louise. "Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/17431.

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This thesis explores the beliefs of mathematics teachers working in a rural school in South Africa. This is premised on the argument that understanding the beliefs of teachers is a necessary, even if insufficient, prerequisite to designing effective teacher development programmes. I postulate that take-up rates of new content and teaching methods are low due to unmanaged cognitive conflict with pre-existing beliefs about the nature of teaching. A broad review of the literature on beliefs as a concept is conducted to establish theoretical grounding for the study of beliefs as an abstract object of analysis (Green, 1971; Nespor, 1987; Pajares, 1992). I particularly refer to Ernest's (1989) models of mathematics epistemology, and Adler's (2001) dilemmas of teaching mathematics in multilingual classrooms. Multiple studies of mathematics teachers' beliefs are drawn upon to relate beliefs to classroom practice. Qualitative data on two mathematics teachers working in a rural school in the Eastern Cape was gathered over the period of a month, using ethnographic methods as outlined by Thompson (1992) for gathering evidence of beliefs. Primary data, which consisted of pre-interviews, multiple lesson observations and stimulated-recall post-interviews, was analysed for evidence of teacher beliefs. Secondary data, in the form of a researcher journal and socio-economic information about the school, was also gathered to provide rich context data in which to situate the teachers' work. Particular attention was paid to teacher beliefs about teaching and learning, mathematics and language. Further evidence for beliefs was then obtained through close examination of an observation extract using classroom discourse analysis. The main finding of this thesis was that not only does a school's context provide logistical constraints to curriculum implementation and pedagogical change, but that the worldviews of teachers affect their interpretation of the curriculum (Chapman, 2002). Significantly, a relationship between the mathematics epistemology a teacher holds and their ability to admit language as a critical pedagogical factor is suggested. I conclude that detailed understanding of what teachers believe may provide a productive approach for teacher development programmes that aim to effect change.
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Karwan, Vanessa Ann. "Understanding teacher beliefs with reflective tools." Diss., [La Jolla] : [San Diego] : [San Marcos] : University of California, San Diego ; San Diego State University ; California State University, San Marcos, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359016.

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Thesis (Ed. D.)--University of California, San Diego, San Diego State University, and California State University, San Marcos, 2009.
Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 157-170).
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King, Jeffrey M. "Learner-Centered Teacher Beliefs and Student-Perceived Teaching Effectiveness." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2520/.

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Following Barr and Tagg's formalization of the concept of learner-centered educational practice at the postsecondary level as described in their seminal article in Change in 1995, survey instruments have been developed to assess teachers' beliefs about their own learner-centeredness.. The research reported in this dissertation examined the connection between college students' perceptions of teacher effectiveness on each of four dimensions appearing as questions on the IDEA Survey of student reaction to instruction and courses (developed at the IDEA Center, Kansas State University, in the early 1970s) and the Assessment of Learner-Centered Practices (ALCP): Beliefs Portion of the Postsecondary Level Instructor Survey, College Level (developed in early 1999 by B. L. McCombs, University of Denver Research Institute; alpha reliabilities reported). Using scoring rubrics accompanying the ALCP instrument, instructors were identified as learner-centered or non-learner-centered based on their responses. Independent t-tests were performed to determine whether learner-centered instructors were perceived differently by students in terms of teaching effectiveness than non-learner-centered instructors on each of four dimensions: overall excellence of course, overall excellence of instructor, effectiveness of instructor in helping students achieve relevant objectives in the course, and effectiveness of course and instructor in improving students' attitude toward the field of study. Students rated learner-centered instructors higher in all dimensions, but results were not statistically significant. Instructors were also identified as possessing learner- or non-learner-centered beliefs to a greater degree than that necessary for an overall designation. Independent t-tests were performed to determine any differences in student perceptions of effectiveness between these two groups. Again, students rated learner-centered instructors higher in all dimensions, but results were not statistically significant. Recommendations for further research with the ALCP instrument are made, including research to determine whether specific factors and/or questions prove to be statistically significant in predicting student evaluations of effectiveness. Also recommended are replications of the study to investigate moderating variables influencing accurate faculty self-identification of beliefs about teaching and learning.
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Vriesema, Christine Calderon, and Christine Calderon Vriesema. "How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624491.

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This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose of synthesizing across research domains was to obtain a more nuanced understanding of the phenomenon. Motivation for the study reflected the teacher shortages faced on a national (Sutcher, Darling-Hammond, & Carver-Thomas, 2016) and regional level (Educator Retention and Recruitment Task Force, 2015). In order to identify potential strategies for increasing teacher retention, the dissertation project pursued three studies on this topic. Study 1 utilized data from the Schools and Staffing Survey project. Participants were matched across the 2011-2012 Teacher Questionnaire and 2012-2013 Teacher Follow-Up Survey (TFS) in order to determine whether teachers' beliefs at Time 1 varied by their occupational status at Time 2 (i.e., stayer, leaver, or mover). The study also asked whether teachers' beliefs and attitudes predicted the odds of being a stayer, mover, or leaver at Time 2. Exploratory factor analyses, analyses of variance, and logistic regressions were utilized. Results indicated that there were no differences between teacher groups; and, none of the variables predicted TFS status. Study 2 specifically examined whether teachers differentiated between organizational (school) and occupational (profession) beliefs, particularly in regards to turnover intentions. The study also examined whether specific variables differentially predicted organizational and occupational turnover intentions. The purpose was to identify specific areas that increased both types of retention. Analyses relied on confirmatory factor analyses, analyses of variance, and structural equation modeling. Results indicated that teachers’ beliefs were empirically distinct and that each type of turnover consisted of unique predictors. Study 3 emphasized perceived school goal structure, or school-level goals for teachers, teacher learning, and performance. Mastery school goal structure generally reflected goals for teacher development whereas performance goal structure reflected testing and high performance goals. Both school goal structures were examined in relation to teachers’ occupational turnover intentions, emotion, and coping. Exploratory factor analyses, correlation analyses, and hierarchical linear regression analyses were used in the study. Results indicated that there were two performance school goal structures rather than one anticipated structure: one that emphasized testing and another that emphasized social comparison for teachers. Perceived mastery school goal structure related to lower intentions to leave the profession and more productive coping. Perceived performance-testing school goal structure generally related to more negative affect and ineffective coping; neither performance goal structure related to turnover intentions. Overall, the three studies inform the literature regarding teacher beliefs, motivation, and turnover intentions. The dissertation increases our understanding of teachers' school- and work-related beliefs, and it informs what we know about teachers' turnover intentions. Furthermore, the findings encourage future research on teachers' beliefs and actual turnover, particularly within the current educational context.
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THOMAS, MARI KATHERINE. "TEACHER INTERN AND MENTOR TEACHER BELIEFS AND PRACTICES REGARDING COLLABORATIVE PROBLEM SOLVING." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029753830.

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Books on the topic "Teacher beliefs"

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Mo, Xinyu. Teaching Reading and Teacher Beliefs. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47170-5.

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D, Raths James, and McAninch Amy Raths, eds. Teacher beliefs and classroom performance: The impact of teacher education. Greenwich, Conn: Information Age Pub., 2003.

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West, Jerry. Readiness for kindergarten: Parent and teacher beliefs. [Washington, D.C.?]: National Center for Education Statistics, 1993.

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Anderson, Linda M. Prospective teachers' beliefs and teacher education pedagogy: Research based on a teacher educator's practical theory. East Lansing, Mich: National Center for Research on Teacher Learning, Michigan State University, 1995.

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Zheng, Hongying. Teacher Beliefs as a Complex System: English Language Teachers in China. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23009-2.

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missing], [name. Teacher thinking, beliefs and knowledge in higher education. Dordrecht: Kluwer Academic, 2002.

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Hativa, Nira, and Peter Goodyear, eds. Teacher Thinking, Beliefs and Knowledge in Higher Education. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0593-7.

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H, Schmidt William. Teachers' and teacher candidates' beliefs about subject matter and about teaching responsibilities. East Lansing, Mich: National Center for Research on Teacher Education, 1990.

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Jaipal, Kamini. Teacher beliefs about "Teaching for understanding": Teaching chemical equilibrium. London, Ont: Faculty of Graduate Studies, University of Western Ontario, 1993.

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Ode, Ogede, ed. Teacher commentary on student papers: Conventions, beliefs, and practices. Westport, Conn: Bergin & Garvey, 2002.

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Book chapters on the topic "Teacher beliefs"

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Berk, Dawn, and Jinfa Cai. "Teacher Beliefs, Mathematics." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_236-1.

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Singh, Sunita, and Aparajita Bhargarh Chaudhary. "Situating Teacher Beliefs." In Early Childhood Education and School Readiness in India, 173–94. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7006-9_9.

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Berk, Dawn, and Jinfa Cai. "Teacher Beliefs, Mathematics." In Encyclopedia of Teacher Education, 1749–54. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_236.

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Mo, Xinyu. "Theoretical Beliefs." In Teaching Reading and Teacher Beliefs, 65–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47170-5_4.

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Mo, Xinyu. "Action Beliefs." In Teaching Reading and Teacher Beliefs, 87–113. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47170-5_5.

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Mo, Xinyu. "Context Beliefs." In Teaching Reading and Teacher Beliefs, 115–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47170-5_6.

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Palmér, Hanna. "Primary School Teachers’ Image of a Mathematics Teacher." In Views and Beliefs in Mathematics Education, 121–32. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_10.

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Mo, Xinyu. "Beliefs About Teachers’ Roles." In Teaching Reading and Teacher Beliefs, 141–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47170-5_7.

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Erduran, Sibel, and Ebru Kaya. "Epistemic Beliefs and Teacher Education." In Science: Philosophy, History and Education, 51–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15326-7_3.

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Berg, David A. G., and Lisa F. Smith. "Preservice Teacher Self-Efficacy Beliefs." In Asia-Pacific Perspectives on Teacher Self-Efficacy, 1–17. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-521-0_1.

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Conference papers on the topic "Teacher beliefs"

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Wilson, Hope. "Teacher Acceptance Beliefs." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583407.

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Walton, Margaret. "The Relationship Between Mathematics Teachers' Beliefs and Teacher Effectiveness." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582312.

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Carroll, Christina. "Openness and Teacher Beliefs Among Conventional and Montessori Teachers." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891061.

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Kanobana, Sibo, and Bart Deygers. "Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2465.

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Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.
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Weber, Thorsten, Elisabeth Rathgeb-Schnierer, and Andreas Eichler. "DEVELOPING BELIEFS IN ELEMENTARY TEACHER STUDENTS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2114.

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Myers, Kayla. "Beliefs-Entangled: A Different Conceptualization of Pedagogical Teacher Beliefs in Mathematics." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578442.

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Batlle, Jaume, and Paul Miller. "VIDEO ENHANCED OBSERVATION AND TEACHER DEVELOPMENT: TEACHERS’ BELIEFS AS TECHNOLOGY USERS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1487.

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Linde, Inga, Edīte Sarva, and Linda Daniela. "Teachers’ Beliefs and Preferred Approaches to Address Self-Regulated Learning Development for Their Students." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.38.

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The term “self-regulated learning” (SRL) has been introduced in the system of education in Latvia comparatively recently with the introduction of the new competency-based curriculum in 2016, therefore, the aim of the study is to explore teachers’ understanding and beliefs of the concept of self-regulated learning. Consequently, three research questions were posed: how teachers evaluate their SRL skills, what teachers understand by “self-regulated learning” and what teachers’ most commonly offered activities for developing students’ self-regulated learning skills are. The study consisted of several successive stages where the initial stage was to identify teachers’ understanding of SRL, surveyed at the introductory part of a year-long in-service teacher training course aimed at enhancing teachers’ proficiency in developing self-regulated learning skills in their students. The answers of 119 in-service teachers of grades 7–12 from all over Latvia were analysed according to the key words used to explain the concept of SRL. The data were used for planning teacher training courses and offering the most appropriate activities for elaborating teachers’ competence in developing students’ SRL skills. This article summarises the first results of the study reflecting teachers’ understanding of SRL. Further research results will be published in the following articles. The second part of the research analyses teachers’ offered activities for developing SRL skills at the online teacher experience exchange event attended by 344 teachers and reflects the results of the survey on teachers’ most commonly used activities for introducing self-regulated learning in the teaching process offered by 143 teacher professional development event attendees.
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Lieberman, Daina. "Disparate Views: Teacher and Administrator Beliefs on Teacher Retention and Attrition." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444739.

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Akiba, Motoko. "Promoting Teacher Learning Communities: District Approaches and Beliefs About Teacher Learning." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578379.

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Reports on the topic "Teacher beliefs"

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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
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Barros, Margarida, Cristiana Bessa, Isabel Mesquita, and Paula Queirós. The Expression of Epistemological Beliefs in Initial Teacher Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0131.

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Review question / Objective: The purpose of this systematic review is to scrutinize what is known about pre-service teachers’ epistemological beliefs in initial teacher training. The research questions which guided the review of these studies were: (Q1) What is the theoretical framework used? (Q2) What is the domain present in the research? (Q3) What have been the main purposes of the research? (Q4) Which have been the methodological procedures used to access epistemological beliefs? (Q5) What are the main research findings? Information sources: Five databases will be used to search and retrieve the articles: EBSCO, ERIC, Web of Science and SCOPUS. This review will not exclude any work based on the date of conclusion as it intends to understand and illustrate the overview of all the research carried out on the epistemological beliefs of pre-service teachers. This will allow access to the explanatory factors of the contours and manifestations that the EB assume in this training phase.
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Wenzel, Marcus. Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5504.

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Nackerud, Rurik-Rory. Architectural and Philosophical 'Makerspace' Redesign Impact on Teacher Beliefs and Practices: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6966.

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Ricker, Kevin. Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6392.

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Addiego, Emily. The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.985.

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.283.

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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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