Search results for: Teacher beliefs
Page 7/8 75 items
The paper summarizes the literature concerning the use of visual and textual metaphors. It also describes outcomes of a project designed to help teacher education candidates begin integrating their personal beliefs about teaching with their growing professional knowledge and emergent practice. By using metaphors, teacher educators have the opportunity to help candidates solidify convictions and meanings and uncover “tacit or unarticulated” beliefs (Clandinin & Connelly, 1995, p. 6) that can lead to frame conflict (Reddy, 1993), that is, dueling metaphors.
Updated: Mar. 12, 2009
A mixed methods approach was used to investigate secondary teachers’ motivation beliefs in Canada and Singapore. The results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada. The results from Study 2 revealed that the range of the social problems was greater in Canada than in Singapore.
Updated: Jan. 28, 2009
In this article, the authors present a situated case-based knowledge framework to explain the development of prospective teachers’ knowledge and beliefs. The framework includes conceptual case knowledge, strategic case knowledge, and the shared identities and beliefs of practicing teachers. In addition, the authors summarize findings from a study wherein the situated case-based knowledge framework was applied to support prospective teachers’ learning.
Updated: Jan. 26, 2009
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. The authors analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire.
Updated: Jan. 21, 2009
Technology integration is achieved in teachers acting in the capacity of main change agents. The study explores the possibility of relations between teachers' beliefs about teaching and the use of technology. The study shows that a belief in constructivist teaching correlates significantly with both constructivist and traditional uses of technology.
Updated: Aug. 27, 2008
The Contribution of Action-research to Training Teachers in Intercultural Education: A Research in the Field of Greek Minority Education
The aim of this research whether action-research can help educators help minority pupils. The research showed that the teachers’ training brought changes in their perceptions and attitudes related to their general ideological beliefs concerning otherness, their professional role and their educational work.
Updated: Jul. 13, 2008
An Examination of What Metaphor Construction Reveals about the Evolution of Preservice Teachers’ Beliefs about Teaching and Learning
The article explores the representations of preservice elementary teachers' in the United States and Europe, regarding teaching and learning, utilizing reflective activities that integrate academic activities and field experience. The study seeks to examine changes in metaphorical representations and the factors that influence those changes.
Updated: May. 12, 2008
A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire
The article explores the role of teachers through an examination of Plato, Confucius, Buber and Freire. The study dealt with the development and societies and self-realization through teaching. The study examined four approaches to understanding teaching as taught by each of the four philosophers.
Updated: Apr. 08, 2008
Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers
A research into the image of the ideal teacher versus the self-image of student teachers was conducted by two groups of preservice teachers. One group was composed of teacher education students, and the other was composed of beginning teachers who were still completing their academic degrees. Interview data was collected from 89 teachers. Finding revealed two major categories of the ideal teacher: personal qualities, and knowledge of the subject taught and didactic knowledge. However, beginning teachers attributed greater importance to knowledge in terms of the ideal teacher, while students who had not begun to teach attributed less importance to knowledge as far as the ideal teacher.
Updated: Mar. 18, 2008
A study conducted to examine how teaching experience and teachers' perceptions of school environment influence collaboration between teachers. The study consisted of questionnaires collected from 118 elementary schools teachers from six schools. Three schools were implementing a responsive classroom (RC) approach and three schools were used for comparison. Teachers in the RC group reported more frequent collaboration. In addition, teachers valued collaboration to a higher degree, and perceived greater involvement in the decision-making processes at school.
Updated: Mar. 14, 2008