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Published: 4 June 2021
Last updated: 20 February 2023

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1

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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4

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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5

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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Lavigne, Alyson Leah. "Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193771.

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Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher retention and related teacher belief systems. This study examined the beliefs of a particular subset of teachers - teachers who have stayed in the profession in their first 3-5 years (N = 67). It explored if and how initial and current beliefs about students buffer the challenges teachers face in their entry years in the profession, if these beliefs change across time, and if these beliefs vary across grade level and school-level socioeconomic setting (SES). This study also examined a subset of teachers (n = 21) to explore how preservice teacher and classroom observation data can inform teachers’ beliefs about student learning in their first years of teaching. Results indicated that teachers’ beliefs about students become more integrated across time and demonstrate growth in expertise in teachers’ beliefs about students. Also, teachers held more positive perceptions of students over time in addition to a greater emphasis on the importance of preparation, completion, trying another way when you struggle, finishing strong, and having a plan when you are done. Grade level differences in beliefs existed in the first year, but disappeared across time. Further, no significant differences in beliefs about students across school-level SES were present as teachers entered the classroom and did not change as they adapted to these settings. The positive and more coherent beliefs that teachers held in their third, fourth, and fifth year of teaching (as compared to their first) suggest that these beliefs help them cope in their first five years in the profession.
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Grutzik, Cynthia 1961. "Teachers' beliefs about learning." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291861.

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This is a study of six elementary school teachers' personal constructs about learning. I used ethnographic methods to interview each teacher twice. The questions guiding this study are: How do these teachers believe learning happens? How clearly do they express these beliefs? And who are these teachers as learners themselves? My premise is that teachers must also be learners, and must be aware of their own learning if they are to help others learn. Besides being interested in whether or not these teachers were familiar with their beliefs, I was interested in their view of knowledge, whether constructivist (knowledge created by the learner) or objectivist (knowledge transmitted to the learner). I found that some teachers were more familiar with their beliefs about learning than others. This seemed to be related to the kinds of opportunities they had had for discussion and reflection: workshops and inservice sessions, or long-term training programs.
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Angulo, Jamie Michelle. "Teacher beliefs about the teaching and learning of science." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1610.

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Lovelace, Stephen D. "Teacher beliefs about conceptual understanding in mathematics." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=990277791&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Shalter, Bruening Paige. "Pre-Service Teacher Beliefs about Student Motivation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

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Mitchell, Adam James. "Assessing Scientific Inquiry: Teacher Beliefs and Practices." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2521.

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Science education reform movements have long urged the use of inquiry methods in all science instruction. More recently, standards and accountability reform efforts have emphasized measuring and improving student science achievement. Researchers have questioned the alignment and balance between these reforms (Lane, 2004; Yeh, 2001). This study addresses issues faced by secondary science teachers as they simultaneously meet the goals of these reform movements. Mixed methods were used to answer the questions: 1) Can a teacher's beliefs and practices regarding inquiry teaching methods be correlated with his/her assessment practices?; 2) What item types are most commonly employed by teachers that use an inquiry pedagogy?; and 3) What assessment strategies do teachers describe to assess scientific inquiry? Secondary science teachers, mostly from one western state, responded to a survey (N = 83) and provided a teacher-made classroom assessment (n = 30). Survey responses were used to assign a teacher inquiry score based on described frequency of pedagogical practices supporting or detracting from an inquiry focus. A rubric based on cognitive complexity was used to determine a numeric value for each test item with the sum of item scores providing an overall assessment score. Using regression analysis and Pearson's correlation this study found a moderate correlation (r = 0.0447, p = 0.0133) between teacher inquiry scores and assessment scores. A modest correlation was also established between teacher inquiry levels (high, medium, and low categories assigned using cut scores) and overall assessment scores using an ANOVA (DF=2, p = 0.0262) and Tukey-Kramer pairwise analysis (low to medium p = 0.046; low to high p = 0.057). Correlations indicate that teachers are able to simultaneously focus on inquiry in pedagogical and assessment practices. Cognitively complex items used by teachers with an inquiry focus measure the same cognitive skills as scientific inquiry. Survey responses to open-ended questions provided additional qualitative data supporting the study's findings. Respondents reported challenges in creating assessments that measure student scientific inquiry competency, but also noted that labs, observation and questioning, and performance assessments are useful in measuring inquiry skills.
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Sakamoto, Malia DeCourcy. "Gaps in Family and Teacher Involvement Beliefs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3320.

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Studies have shown an increase in student achievement when educational partnerships between families and schools exist. At the elementary school that was the focus of this study, there had once been a thriving family involvement program; however, the number of family-school partnerships had declined in recent years. Students, families, and teachers needed improved knowledge of the types of family involvement programs that everyone would be willing to participate in to increase student learning and achievement. The purpose of this case study was to determine whether the types of involvement currently offered to families at the elementary school matched the types of involvement in which families would be willing to participate. The study also determined which types of involvement teachers were currently providing and which they would be willing to provide. Epstein's 6 types of family involvement were used as a conceptual foundation for this case study. The study used questionnaires, focus groups, and interviews to collect data from 14 teachers and 25 families. The key research question involved determining what teachers and families were willing to participate in to increase partnerships and involvement. Surveys, focus group transcripts, and interview transcripts were analyzed for themes. A data spiral was used to analyze the data, and triangulation and peer review were used to ensure trustworthiness of the findings. By implementing the suggestions from this study, including more communication and family input, the elementary school may form more partnerships with families and the community, which may help to increase involvement and ultimately improve student achievement. This study offers implications for social change by helping create an atmosphere where the school, families, and community work together to help students succeed.
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Renzi, Laura. "The influence of teachers' beliefs on literature instruction in the high school English classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121782274.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xii, 215 p. Includes bibliographical references (p. 206-215). Available online via OhioLINK's ETD Center.
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Foor, Ryan M. "Mentoring Abilities and Beliefs of Ohio Secondary Agricultural Education Mentor Teachers." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275451147.

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Conway, Pamela R. "The relationship among teacher empowerment, teacher beliefs, teacher demographics, and second grade reading achievement /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012962.

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Wu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.

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Wu, Kam-yin, and 胡錦賢. "Teacher beliefs and grammar teaching practices: case studies of four ESL teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.

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Gustavsson, Beatrice, and Anastasia Karakitsos. "Teacher and Teacher Student Beliefs on Using Code-Switching in EFL Classrooms." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33521.

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This study explores teacher student and in-service teacher beliefs about using code-switching in the English language classroom. Language classrooms have long adopted amonolingual approach. However, nowadays many classrooms are multilingual and a shifttowards using multilingual strategies to accommodate multilingual pupils can be seen inboth research and steering documents. Plurilingualism is promoted by the EuropeanCouncil and the Swedish syllabus for English, and research shows that code-switchingcan be one method for pupils to draw from all their language skills. Although amonolingual approach is still considered ideal, in research about teacher and teacherstudent beliefs about code-switching most participants use code-switching. This papertherefore investigates teacher student and in-service teacher beliefs in order to explorehow teachers use code-switching. Using the qualitative method of semi-structuredinterviews and analysing our data with the help of a coding scheme, we found that thoughall participants agree that a monolingual standard is ideal, they believe that it is importantto acknowledge pupils’ multilingual backgrounds and that code-switching can be one wayof doing that while still facilitating learning. We also found that the participants’ use ofcode-switching depends on their pupils’ proficiency, that they mainly use code-switchingfor communicative purposes, and that the participants’ own lingual backgrounds affectedtheir beliefs about code-switching. The result of this paper shows that in-service teachersneed to reflect on how and why they use code-switching while teacher educationprogrammes need to acknowledge multilingual strategies and make students aware ofwhen such strategies are beneficial to learning, and when they are not.
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McNally, Shelley Ann. "Teacher-Child Relationship Quality: Understanding the Impact of Teacher Beliefs and Behaviors." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1480433117409618.

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Kerr, Patricia Reda. "Design and validation of a standards-based science teacher efficacy instrument." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155806476.

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Adeyemi, Cheryl Moremi Presmeg Norma C. "Semiotic chaining preservice teacher beliefs and instructional practices /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172873.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed November 17, 2005. Dissertation Committee: Norma C. Presmeg (chair), Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 289-301) and abstract. Also available in print.
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Matoti, Sheila N., and Karen E. Junqueira. "Assessing the teaching efficacy beliefs of teacher trainees." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82870.

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Reichenauer, Enid Linda. "Teacher beliefs and kindergarten retention, philosophy into practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq39587.pdf.

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West, Joyce Phillis. "Student teacher ethnocentrism: attitudes and beliefs about language." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.

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After the dismantling of apartheid in South Africa, democratic transformation included desegregating mono-ethnic environments, such as schools and higher education institutions, through the integration of learners and students from diverse multilingual and multicultural backgrounds. A further ideal encouraged mother-tongue education. Yet, a growing preference for English as the medium of instruction ensued, especially in multilingual urban areas. This study investigated the degree of ethnocentrism that student teachers studying at a mono-ethnic private higher education institution had and what their attitudes and beliefs about language-in-education issues were since such outlooks could potentially affect their classroom practices. Ethnocentrism, the tendency of an individual to identify strongly with their own ethnicity and to reject others’, draws on the premises of the social identity theory owing to the focus on in-group-out-group distinctions, racism and stereotyping. Using an online questionnaire to generate primarily quantitative data, this embedded mixed-methods study investigated 1 164 student teachers’ reasons for choosing to study at a mono-ethnic higher education institution. Their degree of ethnocentrism as well as their attitudes and beliefs about languages used for social and educational purposes were measured by the standardised Generalised Ethnocentrism and Language Attitudes of Teachers Scale. Key findings from the qualitative data indicated that student teachers chose to study at a particular institution because of a shared mono-ethnic social identity, which strongly relates to a common language (Afrikaans), culture (Afrikaner), religion (Christianity) and possible race (Caucasian). The quantitative data showed a statistically significant relationship between the student teachers’ degree of ethnocentrism and their attitudes and beliefs about language-in-education issues. Overall, in line with the social identity theory, findings pointed to the formation of social identities based on shared ethnic characteristics, such as language, culture, religion and race. The study provides a more comprehensive understanding of how ethnocentrism, social identities and particular perspectives of language-in-education issues exist on a continuum. Unchecked, such attitudes and beliefs may have far-reaching consequences for multilingual classroom practices, especially where English as the medium of instruction is the mother tongue of neither the learners nor the teacher.
Afrikaans: In Suid-Afrika het demokratiese transformasie die desegregasie van mono-etniese omgewings, soos skole en hoëronderwysinstellings, ingesluit. Dit het onder andere meegebring dat leerders en studente uit verskillende taal- en kultuuragtergronde saam in die leeromgewing verkeer. Moedertaalonderrig is ook veral tydens aanvangsonderrig aangemoedig. Tog het daar toenemend ʼn voorkeur vir Engels as onderrigmedium ontstaan, veral in meertalige stedelike gebiede. Hierdie studie stel ondersoek in na die mate van etnosentrisme wat studenteonderwysers openbaar terwyl hulle by ʼn mono-etniese private hoëronderwysinstelling ingeskryf is. Hulle houdings en oortuigings met betrekking tot taalonderrigkwessies is ook vasgestel. Etnosentrisme, die neiging van individue om sterk met hul eie etnisiteit te identifiseer en dié van ander te verwerp, is geskoei op die sosiale identiteitsteorie met ‘n fokus op binnegroep-buitegroeponderskeid, rassisme en stereotipering. ʼn Aanlyn vraelys is gebruik om hoofsaaklik kwantitatiewe data te genereer wat verskaf is deur 1 164 studenteonderwysers. Sowel hulle graad van etnosentrisme as hul houdings en oortuigings oor tale wat vir sosiale en opvoedkundige doeleindes gebruik word, is gemeet aan die hand van die gestandardiseerde Generalised Ethnocentrism en Language Attitudes of Teachers skaal. Sleutelbevindinge uit die kwalitatiewe data dui aan dat studenteonderwysers verkies om aan ʼn spesifieke instelling te studeer waar ʼn gedeelde mono-etniese sosiale identiteit, wat sterk verband hou met ʼn gemeenskaplike taal (Afrikaans), kultuur (Afrikaner), godsdiens (Christendom) en moontlik ras (blank) heers. Die kwantitatiewe data het ʼn statisties beduidende verband getoon tussen die studenteonderwyseres se graad van etnosentrisme en hul houdings en oortuigings rakende taal-in-onderwyskwessies. Die bevindinge dui ook op die ontwikkeling van sosiale identiteite gebaseer op samehorigheidseienskappe soos taal, kultuur, godsdiens en ras. Die studie bied ʼn meer omvattende begrip van hoe etnosentrisme, sosiale identiteite en bepaalde perspektiewe van taal-in-onderwys-kwessies op ʼn kontinuum bestaan. As voornemende onderwysers nie bewus gemaak word van hulle sterk etnosentriese oortuigings nie, kan dit verreikende gevolge vir meertalige praktyke in die klaskamer inhou, veral waar Engels as onderrigmedium gebruik word, maar nie die moedertaal van die leerders of die onderwyser is nie.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
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30

Shim, Jae-woo. "The teacher efficacy beliefs of Korean teachers of English as a foreign language /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486474078047909.

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31

Wiley, Caroline. "Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202704.

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The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking questions regarding specific student performance/behavior on a sample of graded course tasks. No available study has focused on individual students in such a way. The overarching focus of the study is to examine actual students' data in relationship to their respective teacher's beliefs and practices.The purpose of this study is to examine the degree to which four sources of evidence: (1) course descriptions and policies (teacher); (2) grading beliefs (vignettes); (3) perceived grading practices (Likert-scale); (4) student characteristics (student) converge from a qualitative perspective.Fifteen high school teachers from four school districts completed an online grading questionnaire. The Wiley Grading Questionnaire (WGQ) consists of two main parts: (1) course policies and student characteristics; and (2) general grading beliefs. Part I requires teachers' gradebooks and syllabi. Part II measures teacher beliefs and perceived grading practices using Brookhart's (1993) grading vignettes, a 19-item 6-point Likert-scale survey adapted from McMillan (2001), and a combination of open-ended and forced-choice items on the WGQ.Teachers considered non-achievement variables more in their grading decisions in response to the vignettes than they reported in the other sources of evidence. Non-achievement factor considerations were more evident in the effort scenarios; namely a low-ability/low-achiever bias. The vignettes provided the highest level of abstraction, but they largely categorized teachers as either excluding non-achievement factors or including them for certain types of students, usually the low ability or low achiever. Further descriptions and implications are discussed.
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32

Hinchcliff, Elizabeth Bowers. "Exploring Teacher Beliefs of Adolescent Developmental Needs Through Positive Student Comments of their Teachers." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8966.

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This study seeks to qualitatively examine the intersection between teachers' practical reasoning and beliefs, adolescent developmental needs, and positive teacher-student relationships. Positive comments about middle school teachers were gathered anonymously from middle school students (grades 6-8; ages 11-14) and coded according to four developmental domains: physical, social, emotional, and physical. Chi square analysis was used to determine statistical significance of which domains students alluded to most often when describing their teachers. The six middle school teachers who were mentioned most frequently in the student comments participated in semi-structured, open-ended interviews in which they were asked about the developmental needs of their students and responded to positive comments that students had made about them. Cross-case analysis was used to compare teacher attitudes and beliefs about teacher-student relationships and adolescent developmental needs, as well as to reveal practices teachers enacted in response to perceived needs. Findings suggest that teachers interpret a majority of student actions as indicative of underlying emotional needs, and that they use emotions as an entry point through which they can attend to the needs of students not just emotionally, but socially and cognitively as well. Teachers revealed in what ways they integrate developmentally appropriate classroom practices into their teaching based on their assumptions of need, including providing students a safe environment and using different types of humor in the classroom. Teacher perspectives on the characteristics of the ideal teacher surfaced, as well as how teachers tend to position themselves against students within the teacher-student relationship. Suggestions for teacher preparation programs as well as practicing teachers to place a greater focus on intentional developmentally appropriate teaching practices are given.
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33

Uzoff, Phuong Pham. "Virtual school teacher's science efficacy beliefs| The effects of community of practice on science-teaching efficacy beliefs." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646176.

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The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument.

The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

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34

Cerrato, Elaine. "Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7765.

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Producing highly skilled elementary mathematics teachers capable of facilitating mathematics learning in ways aligned with The Principles and Standards for School Mathematics (NCTM, 2000) and the Common Core State Standards for Mathematics (CCSSM), is a common objective of teacher preparation programs (National Governors Association & Chief Council of State School Officers, 2010). After decades of effort, Brown (2003) argues, teachers continue to teach in the way they were taught; thus, they disregard mathematics standards. As Abell, Appleton, and Hanuscin (2010) note, students’ preexisting ideas relevant to the nature of learning and teaching stem from experiences in their schooling, life, and formal classes. Specifically, related to mathematics, these experiences often reflect the difficulty in learning mathematics, fear of mathematics, and consequently, a dislike for the subject (Abell et al., 2010; Wilson, 2014). These preconceived beliefs influence how preservice teachers (PSTs) perceive subject matter. Beliefs also impact the decisions they make about teaching and learning mathematics. In this exploratory descriptive case-study I investigated in what ways three PSTs describe their experiences as K-12 mathematics learners, how the PSTs perceive their abilities to teach mathematics prior to participating in an introductory elementary mathematics methods course, how the PSTs perceive their abilities to teach mathematics after participating in an introductory elementary mathematics methods course, and what catalysts, relative to their experiences, do the PSTs consider noteworthy in the development of their beliefs and concurrent pedagogy about teaching mathematics to elementary students. I utilized constant comparative methods (Strauss and Corbin, 1998; Denzin and Lincoln, 1994; Strauss, 1987; Miles and Huberman, 1984) to analyze the data and identify overarching themes related to the goals of the study.
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35

Frentress, Jennifer L. "Assessing the impact of teacher beliefs on student achievement." Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642432.

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This study examines the impact of cultural competency training and an equity agenda on teacher beliefs and expectations as they relate to student achievement. Despite excessive investment in education reform, prevailing efforts continue to produce inequitable outcomes. I want to advance a theory of action that promotes embedding discourse and training to build understanding of the diverse student populations in our public schools as a strategy to improve student outcomes.

I used a mixed methods research design to study the impact of cultural competency training on teachers' beliefs about the students they teach and to examine the relationship between the training and the achievement of those students. Methods included a web-based questionnaire, interviews of teachers, leaders, and consultants, document review, and analysis of student achievement scores in one school. Quantitative findings suggest a relationship between teacher beliefs and student outcomes: as teachers participated in cultural competency training, student achievement on the statewide reading test increased for all student groups and the gaps between groups decreased. Qualitative findings show an increased understanding of diverse student and family needs and improved understanding of personal bias changed teachers' beliefs and perceptions about their students and led teachers to hold higher expectations academically for their students.

While the scale of this study was small (one school in one district), findings support the need for cultural competency training in schools and districts experiencing a gap in achievement between more affluent and white students and culturally or linguistically diverse student populations.

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36

Pink, Elizabeth I. "Pre-service teachers' beliefs and intended practices around the promotion of reading for pleasure among primary children." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/231720/1/Elizabeth_Pink_Thesis.pdf.

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This thesis describes a mixed-method study exploring early childhood and primary pre-service teachers’ self-reported beliefs about the importance of reading for pleasure in the early years of school, as well as the benefits and challenges they expect to experience in implementing reading for pleasure pedagogies in the classroom. The results of the study provide evidence to inform further research and have implications regarding potential improvements in early school reading instruction and pre-service teacher education.
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37

Parry, Stefan. "Influences on beginning teacher construing : beliefs, stories and trajectories." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/15433.

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This study focuses on the experiences of beginning teachers in the British Army’s training and education branch. The research sought to identity what influenced participants’ construing about teaching and learning, teacher identity, role, and trajectory during initial teacher education. By utilising Personal Construct Psychology (PCP) and Communities of Practice as analytical frameworks, the impact of influences on the construing of the research participants was identified. The research was underpinned by a constructivist and interpretive epistemology and utilised a collaborative, narrative-based case study approach. Interviews, Repertory Grids and Trajectory Targets were used to provide insight into the construing and experiences of the participants during their teacher education. The research was conducted by a former Army officer and data were collected from and analysed with five participants during their teacher education programme. Research data suggested that these beginning teachers were highly influenced by their previous experience as a student and this experience left strong personal biographies and images of teaching that appeared to be maintained throughout their early explorations of professional practice. The beginning teachers in this study appeared to rely heavily on these stable images and constructs during their early practice when classroom 'survival' was paramount and at this point attached little value to the pedagogical content of their teacher education programme. Data further suggested that it is only once these beginning teachers built a level of confidence, began to 'routinise' aspects of their practice, and had the opportunity to validate their initial images of teaching that they become more receptive to other influences such as their teacher education or their community of practice. This confirmed the findings of a number of other studies and, by utilising the theories that underpin PCP, a rationale for this situation was advanced. The implications of the research findings suggest that care must be taken to ensure that teacher education courses are designed to allow the opportunity for beginning teachers to critically analyse and validate their initial beliefs and constructs through the experience of practice before embarking on significant theoretical and practical pedagogical content. It is argued that this initial period of professional practice provides the opportunity for beginning teachers to develop the cognitive and emotive dissonance or 'anxiety' that appears to be required before they are willing to step away from the relative stability and safety of their personal biographies. Based on these research findings a '4-dimensional' pedagogical model (Do, Discover, Diversify, Deepen) is developed to underpin the design of practice-based teacher education programmes.
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38

Siedlecki, Madeleine, and Alexander Lundström. "Teachers’ Beliefs Regarding Vocabulary Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31611.

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This degree project aims to investigate how teachers negotiate their teaching practices and what determines their choice of working methods when it comes to teaching vocabulary. Since we are interested in teachers’ thoughts and opinions regarding vocabulary teaching, a selection of English teachers were interviewed. Our theoretical background is rooted in Nation’s (2001) theories on what it means to know a word, Schmitt’s (2000, 2007) theories on how vocabulary is acquired and on Lundahl’s (2012, 2014) perspectives on traditions in the English classroom. Additionally we used research articles for our analysis of the results. The results from our findings indicate that vocabulary is being taught in both a revised traditional- and a non-traditional way. Our results also show that education and contextual factors influence how teachers teach vocabulary. From our results, we can conclude that our informants teach vocabulary for communicative purposes, but that there is a considerable difference in their approach to vocabulary learning. In addition, we can also conclude that the informants all expressed the need for further professional development in English, and that there is a need for more research on how contextual factors affect teachers in their work.
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39

Hutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.

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This study compared the teaching practices and efficacy beliefs of traditional middle school teachers and International Baccalaureate Middle Years Programme (IBMYP) teachers in an urban school district using the framework of Stronge's Model of Effective Teaching (2007), Stronge and Tucker's (2003) Teacher Effectiveness Behavior Scale, and Tschannen-Moran & Hoy's (2001) Teacher's Sense of Efficacy Scale. Recommended practices for effective teaching were extracted from the following four categories of Stronge's (2007) Model of Teacher Effectiveness: classroom management and organization, implementing instruction, monitoring student progress, and construct of teacher's sense of efficacy.;A stratified random sample of teachers was selected from four middle schools in a large urban district. There were approximately 10 teachers selected from each school which gave a total of 40 teachers who participated in the study. There were 20 (n=20) IBMYP teachers and 20 (n=20) traditional middle school teachers who agreed to participate. A total of 18 IBMYP and 16 traditional teachers completed the online TSES questionnaire.;There was a significant difference (p<.05) in instructional differentiation, assessment for understanding, classroom management and encouragement of responsibility for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers. However, there was not a significant difference (p<.05) in efficacy for student engagement, efficacy for instructional practices, efficacy for classroom management, instructional focus on learning, instructional clarity, instructional complexity, expectations for student learning, use of technology, quality of verbal feedback to students, classroom organization, caring, fairness and respect, and enthusiasm for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers.
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40

Drinnon, Rebecca Lee. "Teacher Beliefs and the Instructional Practices of National Board Certified High School English Teachers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1999.

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This mixed-methods study explored the instructional methods that accomplished high school English teachers use in their classrooms to improve understanding of how those methods are influenced by the teachers' beliefs. A survey regarding classroom practices and beliefs was sent to 313 National Board Certified Teachers (NBCTs) in English Language Arts--Adolescence and Young Adulthood across the United States with a response rate of 50.8%. From these data, I analyzed the variety and frequency of practices experienced teachers use and the beliefs that influence teachers' instructional decisions. I then conducted follow-up interviews and classroom observations with selected survey participants from North Carolina, Tennessee, Kentucky, and Ohio and explored further the beliefs and motivations of those teachers who were both typical and outlying according to their survey responses. The study found that factors such as school setting, educational level, and gender had little impact on teachers' instructional strategies, although a relationship was found between gender and approach to teaching literature. The study also found that reading instruction dominated the classroom instruction of those teachers, with writing instruction a distant second. In addition, those NBCTs were found to be teachers who developed positive relationships with students, created student-centered classrooms, challenged students academically, and were dedicated to being lifelong learners. In the end, 3 distinct teacher types were identified: teachers who focus on English as a discipline, teachers who focus on more generalized educational goals, and teachers who focus on their students' emotional well-being. However, the study suggests that all the teachers who participated in the study formed a fairly homogenous group regardless of their differences and that teachers' own educational experiences in school played a more significant role in determining their classroom behaviors than did their educational beliefs.
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41

Ceylandag, Fatma Rana. "Teacher Self-efficacy Beliefs Toward Measurement And Evaluation Practices." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610951/index.pdf.

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Teacher self-efficacy refers to teachers&rsquo
belief in their abilities to perform an action. In the present study, a new scale was developed to measure teacher self-efficacy beliefs toward measurement and evaluation practices, called &ldquo
Teacher Self-Efficacy toward Measurement and Evaluation Practices Scale&rdquo
(TEMES). The purpose of this study was to test a model of relationships among teacher self-efficacy toward measurement and evaluation practices, teachers&rsquo
sense of efficacy, year in teaching, and frequency of using traditional and alternative measurement and evaluation tools. Three hundred ninety-four teachers participated in the study. Confirmatory Factor Analysis (CFA), Multivariate Analysis of Variance (MANOVA), Canonical Correlation Analysis, and Structural Equation Modeling (SEM) were conducted to answer the research questions. CFA provided evidence for five-factor structure of the TEMES. Cronbach&rsquo
s alpha coefficients of these five factors were satisfactory, ranging from .76 to .87. Teachers reported more frequent use of traditional measurement and evaluation tools than alternative tools. Separate MANOVAs yielded non-significant effect of gender on the factors of TEMES, but of teaching level. In addition, findings of canonical correlation analysis indicated that factors of TEMES were correlated with factors of Turkish teachers&rsquo
sense of efficacy scale (TTSES). Results of the SEM indicated that teacher self-efficacy toward measurement and evaluation practices was positively correlated with frequency of using traditional and alternative measurement and evaluation tools. Year of teaching was found to be a non-significant predictor of teachers&rsquo
sense of efficacy, teacher self-efficacy toward measurement and evaluation practices, and frequency of using traditional and alternative measurement and evaluation tools.
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42

Stiffler, Kim. "Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791844.

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Purpose. The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps.

Methodology. A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in a county in Northern California.

Findings. A theoretical framework called teacher leadership for efficacy and equity is proposed, which outlines direct and indirect pathways for teacher leadership to improve student achievement. Teachers who improve student achievement and close student achievement gaps through teacher and collective efficacy (a) focus on equity and improvements to teaching and learning; (b) take ownership over the learning of all students and speak positively about them; (c) build relationships with students and show they care; (d) take initiative, are positive, and go above and beyond; (e) collaborate, use data to inform practice, and share ideas and strategies; (f) learn, mentor, coach, and watch each other teach; (g) are flexible, adaptable, customize instruction, and try new things; and (h) experience and celebrate success and share success with others. These practices are guided and supported by shared leadership, collaboration, and school culture.

Conclusions. Existing teacher leadership research supports elements of Facets A, D, E, F, and G of teacher leadership practice. New findings include teacher leaders’ maintaining an explicit focus on equity (A), taking ownership over the learning of all students and speaking positively about them (B), building relationships with students and showing care (C), and experiencing and sharing success (H). New findings are supported by research in other areas.

Recommendations. Teacher leaders who impact student achievement should be considered teachers as well as leaders. Stronger attention should be paid to informal teacher leadership, teacher leadership practice, and fostering equity through teacher leadership. Recommendations include operationalizing this framework in quantitative studies, putting it into practice, and replicating the study in other contexts.

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43

Gasiewicz, Rebecca E. "Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819410470517.

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44

Reighart, Penelope Rucker. "A questionnaire to assess preservice teacher beliefs about teaching /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495854.

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45

Soldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.

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46

Bottomley, Amy. "Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

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47

Burgess, Patricia L. "Formation of Professional Identity: Elementary Teachers Who Transition to University-Based Teacher Education." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3111.

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This qualitative study inquired into the ways university-based teacher educators who taught in elementary grades had come to understand and describe their professional identity within the context of higher education. Additionally, the study explored their personal motives in becoming a teacher educator and the challenges and received support as they transitioned into higher education. Further, it investigated how their previous teaching experiences and identity were relevant to their new roles and identity as university-based teacher educators, and how they have come to understand their beliefs about teaching and learning within the context of higher education. This study followed a qualitative, narrative research design which explored the beginning experiences of four teacher educators who contributed data through standardized open-ended interviews and focused journal entries. As the respondents transitioned from their K-12 experiences into doctoral studies and teaching at the university, they were impacted by opportunities, challenges, support, and a shifting identity, the major themes of this study. The respondents used their teaching experiences, teaching philosophy, and aspects of their K-12 pedagogical practices to navigate their new roles and responsibilities as teacher educator. The results of the study’s analysis demonstrated the importance of providing more explicit training and mentoring for new university-based teacher educators in order to gain a deeper understanding of their roles and responsibilities in higher education. With that added layer of support, they would have more opportunity to acclimate and develop professionally within the university context.
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Andrews, Christopher Daren. "Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6393.

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The purpose of this study was to understand how teachers define student self-assessment (SSA), why teachers use or do not use SSA, and to explore how beliefs might influence teachers' reasons for using SSA or not. This study used Ajzen's theory of planned behavior to explore the relationships between teachers' stated beliefs about SSA and reasons for using or not using SSA. I interviewed seven teachers from one high school in the Intermountain West and found that five of the seven teachers in this study used SSA. I found that these teachers' definitions of SSA varied between formative and summative approaches. The way teachers defined SSA appeared to influence their implementation of SSA, as well as their reasons for using or not using SSA. I also found that beliefs associated with student outcomes (e.g., student cognitive and skill growth, student motivation) were usually indicators for using SSA. However, beliefs about resources (e.g., time to implement, good models) and concerns about students' ability to self-assess were typically associated with not using SSA. For those studying this issue, or schools or districts intending to implement forms of SSA, a "one-size-fit-all" approach is not recommended. A more effective approach for moving research to practice would be to start with how teachers are defining SSA, and then individually address their reasons and beliefs surrounding SSA.
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Nelson, Michael Jay. "The Effects of Classroom and Field Experiences with Technology on Preservice Teachers’ Beliefs and Teaching Practices." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585946911420285.

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50

Silva, Pimentel Diane H. "Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2927.

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Thesis advisor: Katherine L. McNeill
Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse. This dissertation explores what factors may be influencing the approach that both teachers and students take towards whole-class discussions in order to understand why the type of talk that occurs in high school science lessons is not changing. In order to achieve a more comprehensive understanding of this issue, this dissertation made use of mixed methodology. To explore secondary science teachers' beliefs in general, responses to a statewide survey of science teachers (N=185) were analyzed statistically to investigate factors that were related to their efficacy beliefs about whole-class discussions, as well as their beliefs about the effectiveness of dialogic and authoritative approaches to bring about learning in students. Acknowledging that discursive interactions are context dependent, a case study of a high school chemistry teacher and her students (N=45) was also included which examined both the teacher's and her students' beliefs as well as how those beliefs manifested themselves during instruction. Findings suggest that although teachers believe that a dialogic approach to whole-class discussions is more important for student learning than an authoritative approach, lower self-efficacy for engaging in dialogic talk is related to limited opportunities teachers have to learn and recognize alternative strategies that can be used to shift talk during whole-class discussions. Furthermore, school and student characteristics may play a role in teachers' beliefs about the effectiveness of dialogic talk as an approach to learning science. The teachers' role is only one part of the interaction, however. This dissertation also shows that secondary students have beliefs and expectations about whole-class discussions that also influence the type of discourse that can occur. Changing the type of talk that occurs in high school science classes will require not only professional development about talk strategies for teachers, but also a shift in how students frame their role in discussions and the purpose of talk in learning science
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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