Search results for: Teacher beliefs
Page 1/7 68 items
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
This study examines preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. The authors found that promoting preschool teachers’ knowledge of appropriate mathematical tasks is interrelated with promoting their knowledge of students. The findings reveal that that teachers’ estimates of their students’ abilities increased as a result of participating in the program. The authors also saw that teachers’ improved the accuracy of their estimations related to students’ abilities to perform number-related tasks.
Updated: Apr. 22, 2018
This study aimed to investigate student teachers’ beliefs, understanding, and challenge of elementary classroom management strategies. The results revealed that three of the four participants did not develop a strong teacher identity because there were barriers to that development. These participants did not challenge school-based educator (SBE) management practices even when they disagreed with their SBE. However, one participant had a strong teacher identity and navigated trying new strategies. This participant who enacted positive practices benefited from a strong orientation toward serving all pupils.
Updated: Feb. 22, 2018
This study examined how teachers perceive and implement technology in a seventh-grade social studies class. The authors conclude that although the participants believed that using technology can benefit their students, the barriers they faced had more influence than their beliefs and attitudes on their decision to use technology in the classroom.
Updated: Nov. 02, 2017
The Romance and the Reality between Pre-service Teachers’ Beliefs about the Potential Benefits of a Short-term Study Abroad Programme and their Practices
The purpose of this study was to explore Hong Kong pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices. The findings reveal that the transformation of beliefs into practices plays a critical role in the actualization of possible learning outcomes, such as increasing the use of the target language, fostering pedagogical development, broadening cultural understanding and nurturing personal growth.
Updated: Sep. 04, 2017
This study investigated the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Results indicated that early years teachers held relatively sophisticated epistemic beliefs. The participants held epistemic beliefs reflecting views that knowledge is not certain; that knowledge is more than simple facts and that learning can take time; that truths are not absolute and that what is true today is not necessarily true tomorrow. With respect to beliefs about moral learning, teachers were less likely to agree that teachers had a role in children’s moral learning or that schools were the context where moral learning should take place.
Updated: Jun. 05, 2017
This article addresses the issue of learners who hold traditional beliefs about mathematics, which can hamper their learning in the discipline. Hence, a “history-based” intervention program entailing problem-solving and writing activities that instigate cognitive conflict was implemented. The survey of the prospective teachers beliefs related to the nature of mathematics and the way it is learned, taught, and practiced showed a great majority of them failed to hold progressive beliefs.
Updated: Jun. 04, 2017
Delving Deeper Into the Construct of Preservice Teacher Beliefs About Reading Instruction for Students With Disabilities
The goal of this study was to complete an in-depth examination of the construct of teacher beliefs by investigating preservice teachers’ beliefs about reading instruction for students with disabilities. Results indicate that preservice teachers’ beliefs systems are complex, made up of enduring, deeply rooted expressed beliefs as well as beliefs-in-use that are highly dependent on discipline-specific working knowledge.
Updated: Mar. 07, 2017