Search results for: Teacher beliefs
Page 8/8 75 items
Whole-School Collaborative Sustained Professional Development and Science Teacher Change: Signs of Progress
“How are science teachers implementing standards-based instruction while participating in effective professional development experiences?” Findings indicate that even with effective professional development, teachers implement standards-based instructional practices at varying levels, due to teacher beliefs, impact of beliefs and support from administrators on professional development.
Updated: Feb. 19, 2008
Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension
The article described the development and validation of the Beliefs about Primary Education Scale (BPES). The 18-item scale for assessing primary school teachers' beliefs toward the nature of good education is subdivided into a transmissive dimension and the developmental dimension. Recent studies (n=381), construct validity of the BPES was confirmed. The BPES’ DD and TD were shown to correlate significantly with constructivist and traditional teaching beliefs.
Updated: Feb. 05, 2008
The study describes the experiences of beginner teachers, as seen through the eyes of a teacher educator. The paper illustrates how novice teachers recognize their own professional deficiencies and coping strategies. It also shows how novice teachers engage in meaning making as they connect theory and practice in the classroom.
Updated: Feb. 05, 2008
The article reports on a study conducted to develop a model of categories of beliefs and their relationship to teachers' personal practical theories (PPTs). Since it is believed that such beliefs can influence teachers' classroom practices, the study's aim was to provide teacher educators with a better understanding of the student teachers' beliefs, in an effort to influence their knowledge and practices.
Updated: Jan. 22, 2008
The article examines the issue of social justice as it relates to teacher candidates' dispositions. The author argues that assessing teacher candidates in terms of their views on social justice is reasonable and can be done in a fair manner. The author also argues that the issue of social justice must underline the all-out war to redefine the goals of public education, the role of teachers, the nature of knowledge, and conceptions of learning, teaching and learning to teach.
Updated: Jan. 02, 2008