Search results for: Beliefs
Page 1/7 69 items
Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese preservice early childhood (EC) teachers’ beliefs about children’s home technology use and associated representations of parents and teachers. The participants possessed inflated positive beliefs about young children’s natural technology competence but were worried that parents would expose children to content for prolonged periods. Teachers’ role was seen as responsible guides for children and educational authorities over parents. Implications for research and teacher education are discussed.
Updated: Oct. 14, 2021
Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge
European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. The authors report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.
Updated: Jul. 29, 2021
From Student to Teacher: Changes in Preservice Teacher Educational Beliefs throughout the Learning-to-Teach Journey
This case study examines preservice teachers’ K–12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. The findings reveal that the preservice teachers initially believed that students were similar to themselves, that teaching was simple and autonomous, that students perform uniformly within grade levels, and that teaching ensures learning. At program’s end, the participants believed that students differ from one another and from themselves, that teaching is complex, that classroom freedom has limits, that differentiation is essential, and that teaching does not ensure learning.
Updated: Oct. 14, 2018
Preparing Teachers for Success with English Language Learners: Challenges and Opportunities for University TESOL Education
The study examines the role that university English to Speakers of Other Languages (ESOL) programs play in shaping inservice teachers’ work with English Language Learners (ELLs). The findings reveal that the ESOL endorsement program contributed positively to Wheatland Elementary teachers’ preparation for their transition to becoming a district ESL site. The results show that there was an increase in an appreciation of the use of students’ first language to facilitate comprehension of content and promote bilingualism. These results suggest that well-planned university programs influence even very experienced teachers and those who may be ambivalent toward ESOL endorsement mandates, and policies that limit the requirements for those seeking state ESOL endorsement may be ill advised.
Updated: May. 16, 2018
An Analysis of Beginning Mentors’ Critical Incidents in English Post-Compulsory Education: Navigating Stormy Waters
This study examines the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It aims to investigate ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice. The authors used critical incidents methodology to categorize different types of professional experiences that mentors encountered and describes the strategies and rationales mentors used to support mentees. The authors conclude that the case studies represented examples of the dilemmas that mentors faced in post-compulsory education and demonstrated that mentoring is complex, and mediated by mentors’ motivation and values.
Updated: Apr. 22, 2018
Impact of Short-term Study Abroad Program: Inservice Teachers' Development of Intercultural Competence and Pedagogical Beliefs
In this study, the authors examined the design of a short-term study abroad program for inservice teachers and the impact of the program on both teachers’ intercultural competence development and their teaching beliefs and practices. The authors conclude that study abroad programs offer a unique opportunity for teachers to develop intercultural competency and teaching beliefs through intercultural immersion experiences. They also emphasize that teacher educators interested in integrating study abroad programs in professional development programs need to design intentional and meaningful integration of cultural experiences, teaching opportunities, language learning, reflection, and collaboration.
Updated: Oct. 24, 2017
Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies
This paper examines preservice teachers' understandings and beliefs about literacy in the 21st century specifically at the beginning of their teacher education program. In particular, the authors explored preservice teachers' responses to the first assignment of their foundations literacy course for evidence of their emerging beliefs and understandings of literacy and literacy development. They found preservice teachers' definitions of literacy in the 21st century are complex and multifaceted, and inclusive sharing techniques helped them become aware of diverse literacy backgrounds and skills.
Updated: Aug. 13, 2017
A Discursive Psychology Approach to the Study of Pre-service Teachers’ Written Reflections about Teacher Effectiveness
This paper reports findings from a discourse analysis, informed by a discursive psychology (DP) perspective, of pre-service teachers’ beliefs about teacher effectiveness as constructed in reflective papers. DP treats beliefs as discursive productions that are occasioned by an interactional task and are made visible through discursive features. The analysis highlights the discursive features employed by pre-service teachers as they wrote about teacher effectiveness in relation to their field observations.
Updated: Mar. 22, 2017
The purpose of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course.
Updated: Feb. 28, 2017
Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation
In this article, the authors investigate if preservice teachers that experienced the CFSEP model in their science methods course and teaching practicum demonstrate stronger beliefs and practices in culturally responsive science pedagogy than a comparison group of preservice teachers. The participants were teacher candidates in the intervention group, who received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. The authors compare changes between a control group of preservice teachers and those involved in the intervention. The findings reveal that the intervention group increased more than the control group in their beliefs about the efficacy of this practice, which includes teacher’s use of purposeful grouping and sharing authority with students during science investigations.
Updated: Nov. 30, 2016