Search results for: Teacher beliefs
Page 6/8 75 items
The article presents a case study of a 2nd-year teacher who was in a graduate-level Multicultural Curriculum Design course, which was designed to develop the complexity with which teachers understand and plan curriculum. Data included (1) several student papers, (2) a reflective journal, (3) classroom observation of the teacher, and (4) an interview . The case study reinforced the importance of creating contexts in which teachers can examine their own backgrounds and beliefs, interact with one another, and interact with ideas that stretch them intellectually.
Updated: Nov. 18, 2009
The Internet has become one of the most common instructional tools because of recent developments in telecommunications and Internet technology. Accordingly, educators increasingly support the use of the Internet in the social studies classroom. Thus, the purpose of this study was to investigate pre-service elementary teachers' beliefs about the use of the Internet in the social studies classroom.
Updated: Oct. 11, 2009
Degree of Alignment between Beginning Teachers' Practices and Beliefs about Effective Classroom Practices
The goal of the current study was to explore the alignment of beginning teachers' beliefs and practices, in comparison to an experienced, exemplary teacher. To further explore relationships between teachers' beliefs and practices, the authors also explored aspects that might help beginning teachers become more effective. Participants included six beginning primary school teachers and one experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives.
Updated: Jul. 21, 2009
In a sequential mixed methods design, the authors sought to examine the relationship between teachers’ beliefs and their instructional technology practices among technology-using teachers who worked at technology-rich schools. The authors' goal was to ultimately describe if change in practice toward a student- centered paradigm occurred.
Updated: Jul. 06, 2009
Little research has investigated teacher beliefs over the career span. Through an online survey instrument, 110 teachers choose which teaching metaphors most closely match their own under three conditions: upon first entering the profession, at present, and ideally.
Updated: Jun. 10, 2009
This study focused on “digital natives” as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise. The study also focused on these preservice teachers to identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. The findings suggest that, growing up with technology, digital natives as preservice teachers are savvy with basic technologies and social-communication technologies. However, their technology proficiency is limited by both the narrow scope and the lack of depth of their technology activities.
Updated: May. 04, 2009
A Primary Teacher’s Mathematics Teaching: The Development of Beliefs and Practice in Different “Supportive” Contexts
The article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The study focuses on the development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies up to the third year of teaching mathematics in school. This development has been examined within three different contexts, which have been distinguished in terms of the kind of support provided to this teacher.
Updated: Apr. 06, 2009
A Longitudinal Study of Effects of A Developmental Teacher Preparation Program on Elementary Prospective Teachers’ Mathematics Beliefs
This is a longitudinal, mixed methods study. It presents a thorough examination of the effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety, and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated developmental field placements, provided a context supporting teacher change.
Updated: Apr. 06, 2009
Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration
The purpose of the study is to explore the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology.
Updated: Mar. 16, 2009
Shared Planning Time: A Novel Context for Studying Teachers’ Discourse and Beliefs About Learning and Instruction
The purpose of the study was to examine teacher talk during shared planning time to provide insight into the rationales behind teachers’ decision making that may be related to their underlying beliefs about subject matter, teaching, learning, and their students. A team of 4 eighth-grade mathematics teachers at a suburban middle school in the southern part of the United States agreed to participate in this study. The study supported the hypothesis that teachers’ collaborative planning time discourse provides a unique lens for understanding teachers’ beliefs.
Updated: Mar. 16, 2009