Journal articles on the topic 'Teacher beliefs'
To see the other types of publications on this topic, follow the link: Teacher beliefs.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teacher beliefs.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
<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>
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full text
10
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.
Full textAbstract:
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
11
Elizar, Elizar, and Cut Khairunnisak. "EXPLORING TEACHER’S AND STUDENTS’ BELIEFS CONCERNING HIGHER ORDER THINKING IN MATHEMATICS." Transformasi : Jurnal Pendidikan Matematika dan Matematika 6, no. 1 (August 9, 2022): 87–94. http://dx.doi.org/10.36526/tr.v6i1.1958.
Full textAbstract:
Teacher beliefs play a fundamental role in mathematics teaching and learning, as they will ultimately influence the teacher's classroom practices. Student beliefs on a subject matter also hold equal importance as they will be reflected in how the students approach the learning and related issues to the subject. The importance of research on teachers' beliefs stems from the possible relationship between teacher beliefs and student beliefs. This descriptive quantitative study aimed to measure the degree of conformity between teacher and student beliefs concerning mathematics related to Higher Order Thinking (HOT) and Lower Order Thinking (LOT). The population was all Year 9 students in Aceh, Indonesia, and the samples were 1135 Year 9 students and 46 Year 9 mathematics teachers from 25 schools selected through stratified random sampling. Data collection was obtained through teacher and student questionnaires, and data were analyzed descriptively by SPSS 20. The finding of this study revealed that teacher beliefs concerning mathematics related to HOT were highly positive (83%). While the percentage of students who hold highly positive beliefs concerning mathematics related to HOT was just over 50%, indicating the discrepancy between teacher and student beliefs. However, regarding the beliefs concerning mathematics related to LOT, teacher and student beliefs conformed; they had somewhat positive beliefs (68% and 71.30%, respectively). This study implies that teachers need to promote HOTS in mathematics teaching at schools to foster students’ positive beliefs toward HOT.
12
Sribayak, Virasuda, and Kittitouch Soontornwipast. "EFL Teachers’ Beliefs about Teacher Training." International Journal of Interdisciplinary Organizational Studies 9, no. 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/23-34.
Full text
13
Sribayak, Virasuda, and Kittitouch Soontornwipast. "EFL Teachers’ Beliefs about Teacher Training." International Journal of Interdisciplinary Organizational Studies 9, no. 1 (2015): 23–34. http://dx.doi.org/10.18848/2324-7649/cgp/v09i01/53431.
Full text
14
Khan, Itbar, and Azhar Mahmood. "Teacher Educators’ Epistemological Beliefs and their Implications for Teacher Education." FWU Journal of Social Sciences 14, no. 4 (December 15, 2020): 12–25. http://dx.doi.org/10.51709/fw12722.
Full textAbstract:
Research has consistently shown that teachers’ epistemological beliefs have a significant impact on their teaching and teacher effectiveness in the teaching- learning process. This study investigated epistemological beliefs (EBs) of teacher educators in higher education institutions and teacher education institutes in Khyber Pakhtunkhwa (KP). The study aimed at identifying teacher-centered and learners’ centered EBs, examine the relationship of EBs and gender, find out the relationship of teachers’ qualification with the EBs of teacher education, and explore differences between the EBs of teacher educators of public universities and RITEs. Of the 212 teacher educators of the study population, the data were collected through stratified random sampling from 145 respondents. Epistemological beliefs questionnaire (EBQ) and a scale for demographics were used for gathering data from the research participants. Percentages, Mean, One way ANOVA and Pearson r was used for data analysis. Findings of the study show that a majority of the teacher educators believed that the structure of knowledge is simple, half of the teacher educators believed that knowledge is certain. Similarly, a majority of the teachers did not believe in authority as a source of knowledge and considered that the ability to learn is not innate. A majority of the respondents did not agree that learning is a quick process. There was no significant difference in the EBs of male and female teacher educators; there was no significant difference in the EBs of teachers from universities and RITES, except in the dimension of the stability of knowledge, wherein educators from RITEs have unsophisticated beliefs and there is no significant effect of experience on the epistemological beliefs of teacher educators.
15
Masyhudianti, Ummy Khoirunisya', Hanita Masithoh, and Khoirun Nisa. "A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study At SMA As-Salam Surakarta." Vision: Journal for Language and Foreign Language Learning 7, no. 1 (November 27, 2018): 11. http://dx.doi.org/10.21580/vjv7i12398.
Full textAbstract:
In the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices.
16
Elzawawi, Fatma. "EXAMINING THE BELIEF CHANGE OF LIBYAN TEACHERS OF ENGLISH WHO UNDERTAKE POSTGRADUATE STUDIES ABROAD." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 09 (June 1, 2017): 33–56. http://dx.doi.org/10.36602/faj.2017.n09.12.
Full textAbstract:
Recent research has made a significant contribution to the exploration of teachers' beliefs and the relationship between teachers' beliefs and practices. This paper reports on a study in which I investigated the beliefs about English Language Teaching of ten experienced Libyan teachers of English who were engaged in MA and PhD studies abroad. Diaries and interviews were used in the data collection. Two aspects of their beliefs were examined: whether, and how, their beliefs changed as a result of studying abroad, and the sources of these beliefs. In this study, it was found that while some of the teachers' previously held beliefs changed and others remained the same, in every case awareness of alternative beliefs had been raised. In addition, the results also showed that the beliefs held by this group of Libyan teachers were derived from a variety of sources, and had been influenced by more than one source, with consequent effects on their teaching perceptions and practices. Key words: Teacher Believes, Belief Change, Professional Development, Libya.
17
Feyzioğlu, Eylem Yıldız. "SCIENCE TEACHERS’ BELIEFS AS BARRIERS TO IMPLEMENTATION OF CONSTRUCTIVIST-BASED EDUCATION REFORM." Journal of Baltic Science Education 11, no. 4 (December 5, 2012): 302–17. http://dx.doi.org/10.33225/jbse/12.11.302.
Full textAbstract:
A new Science and Technology program had been applied in Turkey since 2005. Constructivism has been the predominant influence on the program. Accordingly, science teachers are expected to have beliefs that are consistent with constructivism. However, the question of “what are the Turkish science teachers’ beliefs” is important because, the success of the program is dependent upon the teachers’ beliefs. This paper reports on the investigation of the science teachers’ beliefs about teaching science, learning science and managing behavior problems and any relationships among these belief systems. Data were collected through interviews with 18 science teachers. Results indicated that most of the science teachers held transitive beliefs about teaching science, and traditional beliefs about learning science and managing behavior problems. While teachers with 1-10 years experiences held a constructivist belief, this belief gave way to traditional belief as the teaching experience advanced. Beliefs of teachers were both interrelated and nested. Key words: classroom management, constructivism, learning science, teacher beliefs, teaching science.
18
Rangga. "SIGNIFIKANSI GURU AGAMA BUDDHA VIHARA BUDDHA MANGGALA DALAM MEMPERKOKOH KEYAKINAN UMAT BUDDHA TERHADAP BUDDHADHAMMA." Jurnal Agama Buddha dan Ilmu Pengetahuan 7, no. 1 (October 29, 2021): 1–7. http://dx.doi.org/10.53565/abip.v4i1.293.
Full textAbstract:
The importance of a religion teacher in general is an educational task which includes educating, teaching, and training. A teacher is very important to assist students in developing students' skills and knowledge. Therefore, the teacher must be able to make students interested in following the lesson. The importance of a Buddhist teacher in guiding Buddhists to be enthusiastic in participating in the activities at Manggala Buddhist Temple, so for strengthen Buddhist belief in the Buddhadhamma. With increasing belief in Buddhadhamma, people in the village will not change their beliefs. This study aims to determine the influence of a Buddhist teacher in strengthening the beliefs of the people in Manggala Buddhist Temple, Buluh Kuning Village. The method used is a qualitative descriptive, and sets the focus of the research, namely: The Significance of Buddhist Teachers at the Manggala Buddhist Temple in Strengthening Buddhist Beliefs in Buddhadhamma.
19
Cheon, Yeon Ju, and Sang Ock Jang. "The Effect of the Early Childhood Teachers’ Educational Beliefs and Teacher Competencies on the Degree of Young Children’s Experience in the 2019 Revised Nuri Curriculum Education Contents." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 95–110. http://dx.doi.org/10.22251/jlcci.2022.22.11.95.
Full textAbstract:
Objectives The purpose of this study was to examine the effect of early childhood teachers’ educational beliefs and teacher competencies on the degree of young children’s experience in the 2019 Nuri curriculum education contents.
Methods For data collection, 302 early childhood teachers in Gyeongnam province were surveyed by questionnaires about teachers’ educational beliefs, teacher competency, and the degree of young children’s experience in the 2019 Nuri curriculum education contents from 2 Feb. 2022 to 26. For data analysis, descriptive statistics, Cronbach’s α, and hierarchical regression analysis were used by SPSS 25.0.
Results First, early childhood teachers' educational beliefs were high in maturationism, low in activism, and high in teacher competency, and the degree of young children’s experience in the 2019 revised Nuri curriculum education contents was high. Second, there was a significant positive correlation among the teachers’ educational beliefs, teacher competencies, and the degree of young children’s experience in the 2019 Nuri curriculum education contents. Third, teachers’ educational beliefs and teacher competencies were found to influence on the degree of young children’s experience in the 2019 Nuri curriculum education contents.
Conclusions This results suggest that in order to enhance the degree of young children’s experience in the 2019 Nuri curriculum education contents, teache
20
Ayatollahi, Mohammad Ali, Ali Reza Nemati, and Al Tiyb Suliman Al Khaiyali. "Accounting for Iranian EFL Teachers' Burnout: Educational Beliefs and Teacher Self-Disclosure in Focus." Vision: Journal for Language and Foreign Language Learning 11, no. 1 (August 29, 2022): 79–92. http://dx.doi.org/10.21580/vjv11i212205.
Full textAbstract:
Teaching is considered a high-risk profession for suffering from burnout syndrome. Burnout syndrome not only affects the person who suffers from it, but also everyone around them, e.g., family, friends, co-workers, students and parents. The main purpose of this study was to find the correlates of burnout in EFL teachers. Thus, it was conducted to investigate any probable relationship between Iranian EFL teachers’ educational belief and their tendency to self-disclose with their likelihood of suffering from burnout. The research instruments were The Teacher Self-Disclosure Scale (Cayanus and Martin, 2008), Maslach Burnout Inventory (MBI-ES) (Maslach and Jackson, 1981), and Teachers' Educational Belief Questionnaire (Chan Elliot, 2004). The participants were 98 EFL teachers selected from 25 private language schools in Shiraz, Iran. Descriptive statistics, Cronbach Alpha coefficients, and Person Product-Moment Correlation Coefficient were used to answer this research questions. Analyzing the data collected through the questionnaires indicated that there was a positive correlation between some dimensions of teacher burnout and those of teachers’ constructive or traditional beliefs. Thus, ‘lack of personal achievement’ and ‘constructive beliefs’, ‘emotional exhaustion’ and ‘depersonalization’ and teachers’ traditional beliefs were positively correlated. Conversely, a negative correlation was identified between ‘lack of personal achievement’ and teachers’ traditional beliefs. Likewise, ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale were correlated with teachers’ constructive beliefs. However, no significant correlation was observed between teachers’ neutral beliefs and any dimensions of the burnout scale. Moreover, teacher self-disclosure quantity and negativity were found to be corelated with ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale.
21
Vizek Vidović, Vlasta, and Vlatka Domović. "Development of Teachers’ Beliefs as a Core Component of their Professional Identity in Initial Teacher Education: A Longitudinal Perspective." Center for Educational Policy Studies Journal 9, no. 2 (June 20, 2019): 119. http://dx.doi.org/10.26529/cepsj.720.
Full textAbstract:
The main aim of this research is to longitudinally examine the shift in teaching students’ professional beliefs about the teacher-pupil role during the course of their studies. The starting assumption has been that teachers’ professional development is largely dependent upon their beliefs about various aspects of their professional role. The beliefs about the teacher-pupil role are the building blocks of teachers’ professional identity, which strongly influence the way they teach and communicate with pupils. The participants in the research are 62 student teachers, from three teacher education faculties, who were prepared to teach in the lower grades of primary school. The research was carried out in two waves, at the beginning and at the end of the five-year study programme. The beliefs were explored using a metaphor technique derived from the cognitive theory of metaphor. The results indicate that exposure to the study programme did not considerably affect the change in the belief orientations, meaning that pre-professional beliefs remained unchanged, especially in the perception of the pupil’s role. That finding has been discussed in relation to the possible implications for the initial teacher education curriculum and its implementation.
22
Thomson, Margareta Maria, and John L. Nietfeld. "Knowledge, Monitoring, and Beliefs: A Comparative Analysis among Preservice Teachers from Three Different STEM-focused Programs." Journal of Interdisciplinary Teacher Leadership 1, no. 2 (December 1, 2017): 19–27. http://dx.doi.org/10.46767/kfp.2016-0009.
Full textAbstract:
In the current study, we investigated how preservice teachers (N = 242) from three different teacher-training programs with a STEM focus, namely the Elementary Education (ELM), Science Education, and Mathematics Education, compare with respect to science content knowledge, metacognitive monitoring, and their belief system. Findings revealed that the ELM preservice teachers reported higher levels of science reformed beliefs (e.g., constructivist instruction), but low science content knowledge and teaching efficacy beliefs. Alternatively, Science Education students exhibited the highest levels of content knowledge, accurate monitoring, and higher teaching efficacy beliefs. Implications for teacher education programs with a STEM training focus are discussed.
23
Chung, Edsoulla. "Effecting Change in Teachers’ Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection." SAGE Open 12, no. 1 (January 2022): 215824402110710. http://dx.doi.org/10.1177/21582440211071084.
Full textAbstract:
Despite its significance, the relationship between changes in teachers’ beliefs regarding specific aspects of language learning and teaching, and the developmental processes of such beliefs in relation to teacher reflection has remained under-researched. Accordingly, this paper reports the results of a case study that examined how two English language teachers who engaged in dialogic reflection on vocabulary learning and teaching experienced changes in their beliefs. Data collected from in-depth semi-structured interviews, teachers’ professional dialogues and reflective journals confirm the role of dialogic reflection in facilitating professional learning; reveal the diverse development processes of teachers’ epistemological and pedagogical beliefs; and highlight the complicated relationship between knowledge enhancement and belief change. Based on insights gleaned from the study, this paper provides practical suggestions for teacher development and directions for further research.
24
Niyibizi, Emmanuel. "Modelling in Teacher Education: Beliefs of Teacher Educators in Rwanda." African Journal of Teacher Education 10, no. 1 (April 11, 2021): 87–105. http://dx.doi.org/10.21083/ajote.v10i1.6371.
Full textAbstract:
The study aims to explore teacher educators’ beliefs about role modelling in teacher education in Rwanda. This study hopes to contribute to filling the gap created by limited empirical study available on teacher educators and the relevance of role modelling for high quality teacher training. The study was designed as an exploratory qualitative research using semi-structured interviews of 20 purposively and conveniently selected teacher educators. Content analysis was used to analyze collected data. The findings reveal that participating teacher educators believe that role modelling is an important component in the process of teaching teachers. Moreover, participants hold beliefs about role modelling as implicit exemplar practices and behavior. They think that teaching teachers involves not only providing knowledge but also serving as a good example in both teaching practices and behavior at training institutions as well as in the society. The study concludes that both implicit and explicit modelling should be included in the overall reflections of policy, research and practice of pedagogy of teacher education and especially in the professional development of teacher educators. Further empirical studies are recommended about the implications of implicit modelling on student teachers’ learning outcomes.
25
Bakar, Ab Rahim, and Shamsiah Mohamed. "Teacher Efficacy Beliefs Among Novice Malaysian Teachers." International Journal of Learning: Annual Review 16, no. 5 (2009): 497–510. http://dx.doi.org/10.18848/1447-9494/cgp/v16i05/46267.
Full text
26
Hachfeld, Axinja, Adam Hahn, Sascha Schroeder, Yvonne Anders, Petra Stanat, and Mareike Kunter. "Assessing teachers’ multicultural and egalitarian beliefs: The Teacher Cultural Beliefs Scale." Teaching and Teacher Education 27, no. 6 (August 2011): 986–96. http://dx.doi.org/10.1016/j.tate.2011.04.006.
Full text
27
Nernere, Maria Setyaningsih. "TEACHERS� BELIEFS ON TEACHER-STUDENTS INTERACTION IN YOUNG LEARNERS� ENGLISH CLASS." Indonesian EFL Journal 5, no. 2 (July 23, 2019): 113. http://dx.doi.org/10.25134/ieflj.v5i2.1903.
Full textAbstract:
Researchers find that teacher plays dominant role in managing the teacher- students interaction, the important aspect affecting the language acquisition process in young learners� class. Hence, to make sure that the teacher-students interaction goes well for achieving the classroom goals, how the teacher manages the interaction should be investigated further. As beliefs can affect how people act, this research aims to investigate the teachers� belief on teacher-students interaction in young learners� English class. This is a qualitative research using direct observation in two English classes at two different Elementary schools and in-depth interview with two English teachers as the data collecting techniques. The data revealed that the teachers� beliefs affecting how the teacher-students interaction goes consist of beliefs about goals, process, and source of teacher- students interaction. Overall, the interactions were done toachieve two goals namely promoting language acquisition and controlling learning atmosphere. The source of interaction namely teacher talk was adjusted to young learners� characteristics to make the process of learning meaningful. This finding gives conceptual insight about how the system of teacher-students interaction in English learning process in Elementary schools works. Then, it may be beneficial for the teachers as a means supporting self- reflection, schools� evaluation and also for the educational practitioners who want to investigate the TSs interaction in more details.
28
du Plessis, André. "STUDENT-TEACHERS’ PEDAGOGICAL BELIEFS: LEARNER-CENTRED OR TEACHER-CENTRED WHEN USING ICT IN THE SCIENCE CLASSROOM?" Journal of Baltic Science Education 15, no. 2 (April 25, 2016): 140–58. http://dx.doi.org/10.33225/jbse/16.15.140.
Full textAbstract:
This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system (TBS) tool, drawing prompts that led to individual interviews, an open-ended questionnaire, lesson plans and assessment feedback forms, short summaries of how they used the ICT resources and feedback from the method lecturer and an appointed mentor teacher. The findings suggest that there appears to be a mismatch between the participants’ espoused beliefs and enacted beliefs when using ICT at this point in time. The participating student-teachers used ICT tools predominately in teacher-centred ways, yet they indicated that they held learner-centred beliefs. At the same time, this does not imply that there were no learner-centred activities during their lessons. The data seems to suggest that their exposure to teacher-centred pedagogy while being learners at school, as well as their tertiary experience could have played a role in how they taught Science. It is therefore important that lecturers model constructivist learner-centred pedagogy to students and provide opportunities for students to plan and model such practice. Key words: habitus, ICT beliefs, learner-centred pedagogy, student-teacher beliefs, teacher-centred pedagogy.
29
Memnun, Dilek Sezgin, Recai Akkaya, and Guney Hacıomeroglu. "The Effect Of Prospective Teachers Problem Solving Beliefs On Self-Efficacy Beliefs About Mathematical Literacy." Journal of College Teaching & Learning (TLC) 9, no. 4 (September 20, 2012): 289–98. http://dx.doi.org/10.19030/tlc.v9i4.7299.
Full textAbstract:
This study examines prospective teachers beliefs in their own abilities and effectiveness to impart mathematical literacy to their students, their beliefs about mathematical problem solving, and the relationship between these two belief systems. A total of 567 prospective teachers, majoring in mathematics, science and elementary teacher education programs volunteered to participate in the study. The Self-Efficacy Beliefs Scale about Mathematical Literacy and the Beliefs about Mathematical Problem solving instruments were administered to prospective teachers. Results of the study revealed that there was a significant relationship between the beliefs about mathematical problem solving and self-efficacy. Findings of this study indicated that prospective teachers beliefs about mathematical literacy were an important predictor on the beliefs about mathematical problem solving.
30
Johnsen, Susan K., and Corina R. Kaul. "Assessing Teacher Beliefs Regarding Research-Based Practices to Improve Services for GT Students." Gifted Child Today 42, no. 4 (September 6, 2019): 229–39. http://dx.doi.org/10.1177/1076217519862332.
Full textAbstract:
This study examined teacher beliefs regarding research-based practices in gifted education and how these beliefs or other barriers influenced the implementation of practices in their classroom. An online survey was sent to gifted education teachers in a large suburban district. The teacher belief statements were developed based on the National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards. Although a majority of the teachers agreed with the research-based belief statements, fewer implemented the practice in their classrooms frequently. If they did implement the practice, they perceived positive student outcomes. Teachers did identify these obstacles related to implementation: limited resources, training, skill level, and the school system curriculum.
31
Yaghoubi, Ahmad, and Mojgan Nosrati Kordkandi. "Investigating the Iranian EFL Teachers and Learners’ Beliefs about Teacher Efficacy." Journal of Language Teaching and Research 7, no. 6 (November 1, 2016): 1097. http://dx.doi.org/10.17507/jltr.0706.05.
Full textAbstract:
The present study was an attempt to investigate Iranian EFL teachers and learners’ beliefs about teacher efficacy. For the purpose of the study, 200male and female learners, between 20 and 34 years old (Mage = 27) and 50 male and female teachers, with the age range of 48 from Roudehen Islamic Azad University and Ershade Damavand University ,and Tehran Cental Branch participated in the study. The participants’ beliefs about teacher efficacy were measured using Bandura’s teacher efficacy (1997). The results showed that students’ belief about teacher efficacy was significantly better (t = 2.980, p = 0.001 < 0.01). Inspection of the both teachers and students’ answers to each question was done by descriptive statistics and also interview was made to find the underlying differences. The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning.
32
Wu, Baiyinna. "English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context." Chinese Journal of Applied Linguistics 45, no. 3 (August 1, 2022): 416–32. http://dx.doi.org/10.1515/cjal-2022-0308.
Full textAbstract:
Abstract Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general; however, there are belief differences between Mongolian and Han teachers; there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy, teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.
33
Adhikari, Krishna Prasad. "SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL." International Journal of Research -GRANTHAALAYAH 8, no. 7 (July 30, 2020): 192–204. http://dx.doi.org/10.29121/granthaalayah.v8.i7.2020.694.
Full textAbstract:
Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using explanatory sequential mixed-method research. I chose 214 mathematics teachers randomly from Kathmandu district for a survey and 15 mathematics teachers from 214 mathematics teachers who participated in survey purposively for interviews. Adjusted Teacher’s Self-Efficacy Scale containing 15-items were used for survey and semi-structured interview schedule for interview. Descriptive as well as inferential statistics were used to analyze the self-efficacy beliefs of teachers and inductive approached used for the data obtained from interview. At last, I integrated both quantitative and qualitative results to deduce the findings and conclusion of the study. The result shows that teachers have good efficacy beliefs in teaching mathematics. Teachers have better efficacy beliefs in instructional strategy than in the other two. Experienced teachers have significantly higher self-efficacy beliefs than novices. Despite the huge investment of government in the teachers of public school, institutional school’s teachers have better self-efficacy beliefs in teaching mathematics. Teaching experience, teacher’s engagement in professional activities, mathematical and pedagogical content knowledge, and working environment of the school are major contributing factors in the development of the self-efficacy beliefs in mathematics teachers. There are so many factors in the development of self-efficacy of mathematics besides professional training, so stakeholders should focus on other aspects as well.
34
Yıldız, Hatice, and Mustafa Akdağ. "The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief." Journal of Education and Training Studies 5, no. 12 (November 13, 2017): 30. http://dx.doi.org/10.11114/jets.v5i12.2662.
Full textAbstract:
The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers’ metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs Inventory-B (STEBI-B) and Teacher Self Efficacy Beliefs Inventory were utilized as pre-test and post-test. Journals and metacognitive questions were used in experimental group training. The research findings indicated that metacognitive strategies increased the prospective teachers’ metacognitive awareness and teacher self efficacy belief but they did not increase students’ science teaching self efficacy belief so much as to constitute a significant difference between the pre-test.
35
Jiang, Jingwen, Marja Vauras, Simone Volet, and Anne-Elina Salo. "Teacher Beliefs and Emotion Expression in Light of Support for Student Psychological Needs: A Qualitative Study." Education Sciences 9, no. 2 (March 28, 2019): 68. http://dx.doi.org/10.3390/educsci9020068.
Full textAbstract:
This study explored teacher beliefs and emotion expression via six semi-structured interviews with teachers, and discussed the findings in relation to the Self-Determination Theory, which addresses teacher support for autonomy, competence, and relatedness. The findings showed that teacher beliefs about their roles as educators, carers, and providers of reassurance reflected expressing clear expectation, caring for students, and considering student perspectives and feelings; teacher beliefs about equality between teachers and students appeared connected with trust in students and encouragement of their self-initiation; teacher beliefs about closeness to students reflected caring for students; teacher expression of negative emotions by discussing the problem with students conveyed explanatory rationales for expected student behaviors. This study revealed that teacher beliefs about teacher-student power relations may be connected with teacher appraisals of student misbehaviors. The findings also suggest that teachers need to discuss the problem with students rather than lose their temper or suppress their emotion when they feel a need to direct-stage anger. Future research could investigate teachers’ faking a particular emotion, such as faking indifference as revealed in the present study. Future research could also explore the reason for and harmfulness of embracing beliefs, e.g., negative expression of anger as a safety belt.
36
Handtke, Kevin, and Susanne Bögeholz. "Self-Efficacy Beliefs as well as Perceived Advantages and Challenges of Interdisciplinary Science Teaching from a Longitudinal Perspective." Education Sciences 13, no. 2 (February 17, 2023): 212. http://dx.doi.org/10.3390/educsci13020212.
Full textAbstract:
The advantages and challenges of interdisciplinary science teaching and the respective qualification of teachers are an ongoing topic of discussion, especially in countries with no or only partly interdisciplinary science teaching in secondary education. For example, German secondary science teacher education is almost exclusively discipline-specific. Up to now, research does not focus on the effect of German teacher education qualifying for interdisciplinary science teaching in secondary education from a longitudinal perspective. Thus, we were interested in the influence of current German science teacher education over time: Do (prospective) teachers believe they are capable of interdisciplinary science teaching (i.e., self-efficacy beliefs)? How do their beliefs develop during teacher education? Which advantages and challenges do they perceive regarding interdisciplinary science teaching? Do their perceptions change over time? We surveyed 271 (prospective) biology, chemistry, and physics teachers in 2019, 2020, and 2021. Examining the absolute stability (i.e., the change in the mean) of the self-efficacy beliefs showed no significant changes. Analyzing the relative stability (i.e., the change in the rank order) of the self-efficacy beliefs showed middle and positive correlations between the measurements of neighboring time points. The prospective teachers agreed in majority (>50%) with nine out of seventeen advantages and seven out of seventeen challenges of interdisciplinary science teaching. Three advantages reached over 70% approval: Cross-linking content, Addressing key problems, and Promoting interest in science. Four challenges reached over 70% approval: Lack of teacher education, Out-of-field teaching, Lack of depth in content, and Low motivation of teachers due to low affinity to and education in the subject. Neither do the perceptions change strongly between the time points (absolute and relative stability) nor are they very stable. Moreover, it seems that the (prospective) teachers realize the complexity of interdisciplinary science teaching, e.g., regarding experimentation or missing material, with progressing teacher education. The results, rather including no positive effect of two years of teacher education on self-efficacy beliefs, reveal obstacles for teacher education as well as starting points to support (prospective) teachers regarding interdisciplinary science teaching.
37
Pang, Valerie. "The Beliefs of Successful Asian American Pacific Islander Teachers: How Culture Is Embedded In Their Teaching." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 55–82. http://dx.doi.org/10.36650/nexus7.1_55-82_pang.
Full textAbstract:
Equal educational opportunity is highly dependent on the beliefs and abilities of teachers. However, there is a dearth of research on Asian American Pacific Islander (AAPI) education and the beliefs of successful AAPI educators. Their contributions have been marginalized in the field of education. This research studied the beliefs of nineteen AAPI educators of a successful low-income (82%), 98 percent minority (75% AAPI and 23% Latino) K–8 school. Student achievement levels are beyond what would be expected with an Academic Performance Index (API) of 860. Any score above 800 is considered exceptional in California. Cultural values are embedded in the belief system of the teachers, and these beliefs result in high teacher personal efficacy and collective efficacy. These then influence teacher behaviors as evidenced by utilized instructional strategies, contributed informal leadership roles, and the long-term stability of the school.
38
Hadiyanti, Kayetana Maria Widi, and Martha Yolanda. "INSIGHTS INTO PROSPECTIVE TEACHERS BELIEFS IN TEYL." LLT Journal: A Journal on Language and Language Teaching 24, no. 1 (March 2, 2021): 149–63. http://dx.doi.org/10.24071/llt.v24i1.2484.
Full textAbstract:
Teacher belief is valuable to accomplish effective teaching learning processes. Prospective teachers utilize their beliefs to practice their teaching competence. Accordingly, it is essential to explore prospective teachers beliefs as the teachers exhibit the beliefs in their teaching preparations and practices. Alongside, TEYL requires a unique process. To enhance TEYL prospective teachers consciousness of the beliefs they hold, this study attempts to match them with the teaching designs and practices. This survey study involves TEYL prospective teachers in responding to a questionnaire concerning with their beliefs about teaching. Their Lesson Plans and teaching performance videos are correspondingly analyzed to scrutinize how equivalent they are with the beliefs. It is quite thought-provoking to discover that there are inconsistencies between prospective teachers beliefs with the realization in their lesson planning and performances. This affords insights to boost our awareness in building teachers beliefs as to maximize learning teaching outcome.
39
Liu, Honggang, Wenxiu Chu, Fan Fang, and Tariq Elyas. "Examining the Professional Quality of Experienced EFL Teachers for Their Sustainable Career Trajectories in Rural Areas in China." Sustainability 13, no. 18 (September 8, 2021): 10054. http://dx.doi.org/10.3390/su131810054.
Full textAbstract:
While there has been much research into teachers’ professional quality in general education, scant attention has been paid to the professional quality of EFL (English as a foreign language) teachers, especially those working in adverse areas, for their sustainable career trajectories. Drawing on Wu’s framework of EFL teachers’ professional quality, this study adopted a mixed-method study design to investigate the professional quality of experienced EFL teachers in China’s rural areas. A questionnaire was administered online to 367 Chinese EFL teachers from 15 high schools in the northeast part of China. Follow-up interviews were then conducted with four volunteers. The results of the exploratory factor analysis produced a two-module structure of teachers’ professional quality, addressing teacher beliefs and English language pedagogical content knowledge (PCK) for their sustainable career development. The teacher belief module addresses beliefs about language teacher learning and development as well as beliefs about foreign language teaching and learning. The English language PCK module includes two subscales: English teaching capacity and English knowledge and skills. Descriptive analysis showed that these participants had high levels of professional quality. Possible explanations for the interpretations of EFL teachers’ professional quality are provided from the qualitative data. Based on the above findings, the paper offers some implications for sustaining EFL teacher development in the future.
40
Ekstam, Ulrika, Karin Linnanmäki, and Pirjo Aunio. "The Impact of Teacher Characteristics on Educational Differentiation Practices in Lower Secondary Mathematics Instruction." Lumat: International Journal of Math, Science and Technology Education 5, no. 1 (December 31, 2017): 41–60. http://dx.doi.org/10.31129/lumat.5.1.253.
Full textAbstract:
This study aimed to investigate how teachers’ certification status, experience in instruction, and teachers’ efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers’ efficacy beliefs were related to differentiation in content, flexible examination models, homework support, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers’ efficacy beliefs as well as implementing a strong collaboration between different teacher groups.
41
Metz, Mike. "Accommodating linguistic prejudice? Examining English teachers’ language ideologies." English Teaching: Practice & Critique 18, no. 1 (April 8, 2019): 18–35. http://dx.doi.org/10.1108/etpc-09-2018-0081.
Full textAbstract:
PurposeThe purpose of this study is to support the integration of scientifically grounded linguistic knowledge into language teaching in English Language Arts (ELA) classrooms through building an understanding of what teachers currently know and believe about language.Design/methodology/approachIn total, 310 high school English teachers in the USA responded to a survey about their language beliefs. Statistical analysis of responses identified four distinct constructs within their belief systems. Sub-scales were created for each construct, and hierarchical regressions helped identify key characteristics that predicted beliefs along a continuum from traditional/hegemonic to linguistically informed/counter-hegemonic.FindingsKey findings include the identification of four belief constructs: beliefs about how language reveals speaker characteristics, beliefs about how society perceives language use, beliefs about how language should be treated in schools and beliefs about the English teacher’s role in addressing language use. In general, teachers expressed counter-hegemonic beliefs for their own role and their view of speaker characteristics. They expressed hegemonic beliefs for societal perceptions and the dominant school language narrative. Taking a linguistics class was associated with counter-hegemonic beliefs, and teaching longer was associated with more hegemonic beliefs.Practical implicationsThe findings of this study suggest that the longer teachers teach within a system that promotes hegemonic language practices, the more they will align their own beliefs with those practices, despite having learned linguistic facts that contradict pervasive societal beliefs about language. The Dominant School Language Narrative currently accommodates, rather that disrupting, linguistic prejudice.Originality/valueA current understanding of teachers’ language ideologies is a key step in designing teacher professional development to help align teaching practices with established linguistic knowledge and to break down a socially constructed linguistic hierarchy based on subjective, and frequently prejudicial, beliefs.
42
Putri, Lidya Ayuni, Rafista Deviyanti, and Sri Suningsih. "The analysis of teaching belief between English lecturers at the Faculty of Economics and Business (FEB) and Faculty of Teacher Training and Education (FKIP) in the University of Lampung (Unila)." AKSARA: Jurnal Bahasa dan Sastra 22, no. 2 (October 31, 2021): 364–75. http://dx.doi.org/10.23960/aksara/v22i2.pp364-375.
Full textAbstract:
Teaching is a dynamic process that involves a quick decision-making process. Teaching is also an activity that refers to what students need. This decision-making process often appears as a reflection of what the teacher believes and as a reflection of the theory adopted by the institution where the teacher works. This study addresses the teachers’ beliefs in teaching English at different situation. The method used in this research is qualitative descriptive by using questionnaire and interview as data collection technique. The respondents are two lecturers from FEB Unila and FKIP Unila. The study aims at (1) exploring teachers’ beliefs in teaching and learning process at two different faculties, and (2) describing the factors that shape teachers’ beliefs in teaching and learning process at two different faculties. The findings showed different beliefs regarding teaching and learning process between two lecturers and stated that college was counted as the contributed factor that shapes their beliefs in English teaching and learning process.
43
Kao, Yu Shu. "Teachers’ Belief and Practices in Teacher-Centered Empowerment Reform in Taiwan." International Journal for Innovation Education and Research 3, no. 2 (February 28, 2015): 1–16. http://dx.doi.org/10.31686/ijier.vol3.iss2.308.
Full textAbstract:
Over the past 2 decades, Taiwan has introduced a series of decentralization reforms in school administration and curriculum. Teachers, who are at the center of these reforms, are expected to enrich their knowledge and cultivate strong beliefs regarding these reforms; the teachers’ beliefs and knowledge are not only affected by their personal profile but also by contextual factors of structure and culture at all levels. I conducted this study in order to explore these factors and determine how they affect teachers’ beliefs and practices. Qualitative methods guided this study in which a case-study approach was used. The findings of this study highlight a variety of factors that were identified by teachers. Contextual factors of structure and culture identified by the teachers include the context of the classroom, school administration and top-down authority, teachers’ culture, and government policy. The personal factors include personality, educational background and teacher preparation, demographic profiles, and teachers’ abilities. For the purpose of developing a comprehensive and culturally sensitive model of belief development, implications for practice and future research are provided.
44
MEHNAZ TAZEEN, CHOUDHURY. "A Review of English Language Teacher Training Programmes in Bangladesh." International Journal of Language, Literacy and Translation 5, no. 2 (September 26, 2022): 28–40. http://dx.doi.org/10.36777/ijollt2022.5.2.058.
Full textAbstract:
This paper reviewed the contents and objectives of three English language teacher education programmes offered by government and non-governmental organizations to in-service secondary school teachers in Bangladesh. Semistructured interviews were used to collect additional data from the programme coordinators who were trainers as well. The aim of the study was to find out whether the training programmes created opportunities for teachers to engage in critical reflection on their own beliefs in order to develop a critical approach towards their teaching. Hence, this study drew on the extensive literature on teacher beliefs and critical reflection to advocate the need for designing teacher development programmes which focus on these two aspects. The study sought to establish the advantages of helping teachers to articulate their beliefs so that they can themselves identify whether their beliefs are in sync with language education today. This can be possible only if teachers reflect on their core beliefs about teaching that propel them to teach in a particular way. The study found that the training programmes which were reviewed all focused on classroom practices. None of the programmes focused on helping teachers to articulate or identify their beliefs so that their awareness of their own beliefs could help them appreciate the need for implementing what they were being trained to do in the classroom. It was argued that if teacher development programmes created opportunities for teachers to collectively and critically reflect on their pre-existing beliefs, it could help them use their newly acquired skills more effectively and convincingly. Keywords: critical reflection, teacher beliefs, teacher educators, teacher training modules.
45
Novikasari, Ifada, and Yüksel Dede. "TURKISH PRE-SERVICE MATHEMATICS TEACHERS’ BELIEFS IN MULTIPLICATION." Journal on Mathematics Education 12, no. 3 (September 17, 2021): 469–86. http://dx.doi.org/10.22342/jme.12.3.14440.469-486.
Full textAbstract:
Mathematics teachers’ beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers’ beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers’ beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers’ beliefs in teacher education may provide various benefits in reforming mathematics teaching.
46
Dignath-van Ewijk, Charlotte, and Greetje van der Werf. "What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation." Education Research International 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/741713.
Full textAbstract:
In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs on promoting SRL, as well as their predictive value on teachers’ promotion of SRL in the classroom. Forty-seven primary school teachers completed questionnaires on knowledge and beliefs towards both components of the promotion of SRL: strategy instruction and a constructivist learning environment. In addition, teachers had to answer open-ended questions on their understanding of SRL, as well as their implementation of SRL in their classroom. The results show that teachers are more positive towards constructivist than towards SRL (teacher beliefs), and most teachers mentioned characteristics of constructivist learning environments, while only few teachers addressed strategy instruction when being asked about their understanding of SRL (teacher knowledge). Moreover, teacher beliefs are the only predictor for teacher behavior. The results indicate how teacher education could support teachers to learn how to promote SRL effectively.
47
Üstüner, Mehmet. "Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy." Journal of Education and Training Studies 5, no. 9 (August 7, 2017): 70. http://dx.doi.org/10.11114/jets.v5i9.2536.
Full textAbstract:
The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers’ self-efficacy beliefs. The study population included pre-service teachers that attended the "pedagogical formation course" instructed / applied in İnönü University, Faculty of Education, Department of Educational Sciences in 2015-2016 academic year. The survey sample included 382 pre-service teachers who voluntarily responded to the measurement instruments utilized in the study. The study data were collected with the "five factor personality scale", "attitudes towards the teaching profession scale" and "teacher self-efficacy scale". The obtained data were analyzed with path analysis of structural equation modeling. In conclusion, it was observed that there was a significant positive correlation between the five factor personality traits of extraversion, conscientiousness, openness and agreeableness and teacher self-efficacy belief, and there was a significant negative correlation between neuroticism personality trait and teacher self-efficacy belief. It was observed that the self-efficacy beliefs of pre-service teachers played a full mediating role between their neuroticism, openness and extraversion personality traits, and the same played a partial mediating role in the correlation between conscientiousness and agreeableness personality traits and the attitude towards the teaching profession. The implementation of a curriculum in pre-service teacher training that would increase the self-efficacy beliefs on teaching would also improve their attitudes towards the profession positively.
48
Kingir, Sevgi, Bilge Gok, and Ahmet Selman Bozkir. "EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 804–23. http://dx.doi.org/10.33225/jbse/20.19.804.
Full textAbstract:
Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers’ performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers’ characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers’ motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies. Keywords: constructivist learning environment, data mining, learning strategies, motivational belief, pre-service science teacher
49
Kwaah, Christopher Yaw. "Untrained Teachers’ Beliefs and Practices in Public and Private Basic Schools in Mfantseman Municipality of Ghana." Journal of Educational Development and Practice 5, no. 1 (December 1, 2021): 1–22. http://dx.doi.org/10.47963/jedp.v5i.981.
Full textAbstract:
To gain a better understanding of untrained teacher beliefs and how that corresponds with their reported classroom practices, a survey was conducted with untrained teachers in public and private basic schools in Ghana. The study collected data through the survey design using a questionnaire which was administered to 188 untrained teachers in rural and urban basic schools. The data were analysed using Means and Standard Deviations to compare the teacher beliefs and practices in the two school types. Pearson-Correlation was used to find out any relationship between the teacher beliefs and their reported practices. Furthermore, Multivariate analysis of variance (MANOVA) was used to find out differences in beliefs, teaching practices and the school type. The results show that most of the untrained teachers held on to direct transmissive beliefs more than constructive beliefs. There were also inconsistencies in the relationship between beliefs and reported practices. However, there were statistically significant differences between the beliefs of untrained teachers in public and those in private schools about teaching and learning. Implication and recommendations for in-service teacher education programmes have been discussed.
50
Ma, Xiaoxue, Lingling Liu, and Xingyuan Cao. "An Investigation on the Teachers' Beliefs of Postgraduate Students in Master of Education in English." Journal of Educational Research Progress 2, no. 1 (November 22, 2022): 73–90. http://dx.doi.org/10.55375/joerp.2022.1.8.
Full textAbstract:
The key to a surge of interest in the study of teacher beliefs is the recognition that teachers are active decision-makers who play a central role in classroom activities and whose behavior is guided by teacher beliefs. To comprehensively understand the teacher beliefs of the 26 postgraduate students majoring in the master of education in English and the role of educational internship on the development of pre-service teachers' beliefs, we investigated and compared them with 100 in-service secondary school English teachers who participated in the "National Training Program" of the university. The data collected from the questionnaires were analyzed using the statistical software SPSS21.0. The results found differences between the two groups regarding beliefs about students learning, teaching, classroom management, and thoughts about the teacher-student role. And both groups showed aspects of relatively advanced or lagging development in all four dimensions of teachers' beliefs. At the same time, the pre-service teachers' educational internship positively impacts them to improve and establish correct teaching beliefs and stimulate their innovative teaching and research consciousness.