Search results for: Teacher beliefs
Page 5/8 75 items
Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice
The purpose of this study was to examine the influence a yearlong inquiry professional development program had on chemistry teachers’ beliefs and use of inquiry-based teaching practices. The participants in this study were seven high school chemistry teachers who took part in a professional development program for science teachers. In conclusion, this PD program succeeded to change the ways teachers perceived their role in the classroom by the positive experiences in learning through an inquiry approach which engaged teachers to reconstruct their own chemistry content knowledge.
Updated: Jan. 03, 2012
The current article presents a case for attending to preservice teachers’ beliefs that are relevant to the moral work of teaching within teacher education research and practice. The authors demonstrate how attending to preservice teacher beliefs is particularly critical for the task of preparing candidates for the moral work of teaching.
Updated: Dec. 21, 2011
Drawing on the theory of situated learning and teacher knowledge as situated, the authors have examined the ways in which two L2 writing teachers in Hong Kong perceived and responded to the possibilities for learning how to write in their culturespecific contexts of work. The findings of this study show that these two teachers skillfully developed pedagogical strategies to exploit opportunities for learning that were rooted in the cultural traditions they shared with their students and the microcultures in the classroom that they coconstructed with them.. The teachers' skillful and sensitive exploitation of these possibilities created a rich environment for learning.
Updated: Sep. 27, 2011
This paper outlines how a teacher and researcher worked together in a collaborative partnership. The findings illustrate the interconnections between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students.
Updated: May. 26, 2011
The purpose of this study was to examine teachers’ conceptions of representation as a process in doing mathematics. In addition, the study also explored teachers' perspectives on the role of representations in the teaching and learning of mathematics at the middle-school level. Interviews with middle school mathematics teachers suggest that teachers use representations in varied ways in their own mathematical work and have developed working definitions of the term primarily as a product in problem solving.
Updated: May. 26, 2011
What is the Teacher Doing? What are the Students Doing? An Application of the Draw-a-Science-Teacher-Test
The current study reports the use of the Draw-a-Science-Teacher-Test as diagnostic tool for both preservice teacher beliefs about science teaching and science methods course effectiveness. Results indicated statistically significant shifts in participants’ mental models of science teaching and learning. Post-course more students portrayed student-centered reform minded practices.
Updated: May. 13, 2011
Initial Epistemological Beliefs Transformation in One Teacher Education Classroom: Case Study of Four Preservice Teachers
Education literature suggests that preservice teachers hold similar initial beliefs, viewing the teacher as the authority figure passing knowledge to the students. In consistency with constructivist practice, these beliefs should be challenged to enable the preservice teachers to develop alternative ideas, seeing the students capable of constructing knowledge with the help of the teacher. This study examined the beliefs of four preservice teachers in an introduction methods course. The results showed that the four participants had different epistemological beliefs, some beliefs being more resistant to change than others.
Updated: Nov. 29, 2010
Challenges for Teacher Education: The Mismatch between Beliefs and Practice in Remote Indigenous Contexts
The current article explores the nexus between the beliefs and practices of teachers working in a remote, Indigenous region of Australia. In particular, the article proposes that the discrepancy between beliefs and practices found in the reconnaissance phase of a design study is due to the teachers realising that they need to implement changed practices to enable students to learn but having little knowledge of what such practices may look like. This finding has implications for pre-service and in-service teacher education.
Updated: Nov. 29, 2010
Developing Effective Teacher Beliefs about Learners: The Role of Sensitizing Teachers to Individual Learning Differences
The present study concerns the development of teachers’ beliefs about students as a result of a professional development (PD) course. The PD course sensitized 234 teachers to individual learning differences (ILDs), based on style strategy. Five learning/cognitive styles tools were used. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. The authors conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development.
Updated: May. 30, 2010
This discussion focuses on an aspect of teacher education for diversity. It is preservice teachers’ and teacher educators’ attitudes and beliefs about racial, cultural, and ethnic differences. Throughout this discussion, problematic attitudes and beliefs about various dimensions of cultural diversity are identified; explanations about how they are manifested among teacher education students are presented; their effects and consequences are proposed; and some suggestions are made for developing more positive attitudes and actions toward cultural diversity in teaching.
Updated: Apr. 27, 2010