Search results for: Teacher beliefs
Page 1/8 75 items
Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teacher
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a “whole” among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers’ practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers.
Updated: Aug. 22, 2021
Exploring elementary teacher self-efficacy and teacher beliefs: are we preparing teachers to teach culturally diverse students?
As student demographics continue to change in countries across the world, questions remain as to how well teacher education programmes are training teachers to teach students who are culturally diverse from their teacher. Preservice teachers (N = 523) from six different teacher education programs across one state in the U.S. completed a teacher self-efficacy scale used to determine their beliefs about teaching culturally diverse students at the end of their training and again after their first year of teaching. Teacher education programme descriptions across six programs suggested programs are provided and it was determined that these varied in their structure and in required coursework. Furthermore, findings revealed statistically significant differences across programs. Generally, preservice teachers rated their capability to teach diverse students as “adequate” to “well” on a five-point Likert scale. Scores dropped after one year of teaching full-time. However, these differences in mean scores as participants moved from the preservice to the inservice stage were not statistically significant. These findings suggest that teacher self-efficacy to teach culturally diverse students remain fairly stable as teachers make this critical transition so the work done at the teacher training stage is critical. Recommendations and implications for teacher education programs are provided.
Updated: Jul. 20, 2021
Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during Initial Teacher Education
This article reports findings from a week of enrichment placements framed around ‘diversity’ within a secondary Initial Teacher Education (ITE) programme in England. The authors outline the demographics of the county – a largely rural, White county in the East Midlands of England – and describe the challenges this presents for ITE. A mixed-methods approach was used to study student teachers’ (n = 56) beliefs about diversity, generating data through: pre- and post-survey of beliefs and attitudes; student-created reflective videos; journaling; and one pre- and post-diversity week interview. The findings reveal shifts in student teachers’ perceptions about gender, race and sexuality, and these attitudinal shifts were more significant in those attending all week than those attending only the first day. This is particularly interesting because for some topics the only formal input was on the first day, and so the authors argue for the importance of time and space for creative reflection in beginning teachers’ professional development.
Updated: Jun. 23, 2021
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs
In the present study, the authors investigated changes in teacher candidates’ constructivist beliefs and emotional exhaustion. They assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the induction program. The results revealed a statistically significant decrease in constructivist beliefs and an inverted U-shaped change in emotional exhaustion with an increase at the beginning of the induction program and a decrease afterward. They also found that personal (i.e., math enjoyment) and social (i.e., instrumental support from peers and a constructivist-oriented mentor teacher) resources buffered the decrease in constructivist beliefs and the increase in emotional exhaustion.
Updated: Mar. 08, 2021
Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education
The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers’ professional development in special education plays a crucial role. Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, the author’s investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.
Updated: Oct. 30, 2020
Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching
During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.
Updated: Jul. 07, 2020
Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers’ perceptions of professional development. Specifically, it examines how teachers’ “anchoring beliefs” might be reflected in or refracted by their accounts of powerful professional learning. An analysis of three case studies of teacher identity and teacher learning reveals three distinct “learning affinities”: for the what (content), the who (facilitation), and the with whom (community). This learning affinity framework may better model teachers’ experiences of professional development and thus could point the way toward improved research and design.
Updated: Jun. 16, 2020
Knowledge and Beliefs of Early Childhood Education Students at Different Levels of Professional Preparation
This study aimed to explore the characteristics of students at different levels of early childhood professional preparation. The results show differences in knowledge across the differentiated levels of early childhood professional preparation. The authors argue that such results are relevant to teacher preparation programs and provide further support for policies within early childhood programs requiring continued education for early childhood teachers.
Updated: Dec. 09, 2018
Changes in Teachers’ Beliefs after a Professional Development Project for Teaching Writing: Two Chinese Cases
This case study examined the changes in teachers’ beliefs after a professional development project for teaching writing through a case study of two writing teachers in a Chinese university. The author found that the project broadened the teachers’ understanding of different writing theories. It provided a clear model of how to integrate these new approaches into regular writing courses, changed their instructional focus and shifted their perception of teachers’ roles in teaching practice. The author emphasizes that this programme enriched the teachers’ writing knowledge and developed a more inclusive view of different writing strategies, which helped them understand the nature of writing more clearly.
Updated: Nov. 04, 2018
Examining Beliefs and Practices of Self and Others: Pivotal Points for Change and Growth for Mathematics Teacher Educators
This self-study had two purposes. First, the authors were interested to examine their own beliefs and belief structures, including how these beliefs influenced their instructional practices. Second, the authors were interested to explore possible commonalities across their personal findings that could be identified as fundamental beliefs for all mathematics teacher educators that in turn might serve as tools for others’ growth. The authors identified four common fundamental beliefs about mathematics teacher education which they shared and which were instrumental in further examination of their own beliefs and practices: (1) mathematics is problematic and generated through sense-making; (2) a community of learners enhances learning; (3) mathematics teacher educators need to be explicitly aware of the learner in different contexts; and (4) teaching is complex at all levels.
Updated: Sep. 05, 2018