Search results for: Teacher beliefs
Page 4/8 76 items
Modeling as Moral Education: Documenting, Analyzing, and Addressing a Central Belief of Preservice Teachers
This study aims to describe the beliefs of preservice teachers regarding the moral work of teaching. The results reveal that the vast majority of participants expressed the belief that we can indeed teach children to be good. Furthermore, modeling as means of moral education is found to be a dominant theme in the data. Among the discussions of modeling, several sub-themes about the nature of modeling and its role in teaching are reported.
Updated: Feb. 25, 2015
Opening the Black Box of Field Experiences: How Cooperating Teachers’ Beliefs and Practices Shape Student Teachers’ Beliefs and Practices
The purpose of this study was to describe how six preservice science teachers learn to teach over a year and explain their learning by documenting their field experiences, teacher education courses, and their changing beliefs and practices. The findings reveal that teaching practices were strongly influenced by the cooperating teachers. Initially, all six interns attempted to mimic the lessons they witnessed their cooperating teachers teach. Later, the interns independently implemented instruction that emphasized key instructional or relational strategies as the cooperating teachers, regardless of whether or not they were experiencing success.
Updated: Nov. 06, 2014
This study investigated the relationship between teachers’ beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students’ cognitive level, wording and syntax. Findings show that although there was a general congruence between teachers’ beliefs and practices, there were discrepancies between what the teachers believed and what they actually did in the class with respect to the four specified features.
Updated: Sep. 22, 2014
Shifting Sands in the United Arab Emirates: Effecting Conceptual Change for Creativity in Early Childhood Teacher Education
The purpose of this study was to explore conceptions held by student teachers of creativity and to examine conceptual changes they experience during a series of workshops informed by the Conceptual Change Model. The findings reveal that during the course of the workshops, the participants changed their vision of their role as teachers from managers who deliver the curriculum and assess it, to observers and facilitators of learning who are interested in creatively engaging children. Furthermore, by the end of the workshops, participants reported being comfortable working with creativity and felt they could benefit the school by bridging a perceived gap in readiness to teach for creativity.
Updated: Sep. 17, 2014
Teaching to and Beyond the Test: The Influence of Mandated Accountability Testing in One Social Studies Teacher’s Classroom
The author presents an extended and fine-grained analysis of the influence of state-mandated accountability testing on one social studies teacher’s classroom practice and thinking about curriculum. Two main findings are presented in this article. First, this study sheds light on the problems and frustrations that one teacher faces when confronted with a testing apparatus that limits her instructional time with students. Second, the data add support to the viewpoint that while state-mandated accountability testing does influence classroom teaching, teachers’ beliefs about subject matter and their goals for students play an equal role in shaping their classroom practice.
Updated: Sep. 16, 2014
Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture
The purpose of this study was to investigate the nature of classroom practice and how it is supported by the culture of a classroom. The primary participant in this study was an eighth-grade mathematics teacher renowned for being a good teacher whose teaching conformed to the intentions of the reform-oriented National Council of Teachers of Mathematics (NCTM) standards, with a particular emphasis on problem solving. The authors found that although Ms. Bryans appropriated some of the rhetoric and practices of problem-solving-based practice, her goals and assessment methods and most of her instructional methods were not consistent with common ideas of problem-solving mathematics.
Updated: Jun. 23, 2014
Changes in Understandings of Three Teachers’ Beliefs and Practice Across Time: Moving From Teacher Preparation to In-Service Teaching
The purpose of this article is to illustrate some of the ways the relationship between beliefs and practice developed among three early childhood/elementary teachers across three consecutive studies. The findings reveal that the three preservice teachers grew from being uncertain about their beliefs to understanding how their beliefs informed their practice. In this study, the participants reached a level of purposeful decision-making and were able to more clearly articulate their beliefs and related practices.
Updated: Oct. 20, 2013
The purpose of this article is to offer a conceptual analysis of empirical research on teachers’ education and outcomes that is linked to the political controversies and policy debates that shape it. The review reveals that there are six distinguishable genres that examine connections between teachers’ education and posteducation outcomes: teacher certification and its correlates, teachers’ educational backgrounds and the teacher workforce, entry pathways into teaching and their consequences, teacher preparation programs and their graduates, teacher preparation and learning to teach in the early career years, and teachers’ life experiences and beliefs/practices.
Updated: May. 28, 2012
Beliefs About Classroom Practices and Teachers’ Education Level: An Examination of Developmentally Appropriate and Inappropriate Beliefs in Early Childhood Classrooms
The purpose of this study was to investigate the relationship between teachers’ educational levels and teacher beliefs about practices in early childhood classrooms. The authors examined differences between lead teachers and teacher assistants in publicly funded prekindergarten classrooms on their beliefs about developmentally appropriate and inappropriate practices. Primary findings suggest significant differences between lead teachers and teacher assistants in terms of their beliefs about both developmentally appropriate and inappropriate practices.
Updated: May. 09, 2012
The current study explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to self-efficacy for teaching in general. This manuscript presents a new measure of teachers’ self-efficacy beliefs for literacy instruction (TSELI) that was tested with factor analysis and reliability analysis.
Updated: Feb. 22, 2012