Search results for: Beliefs
Page 1/7 69 items
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
Impact of Structured Group Activities on Pre-service Teachers’ Beliefs about Classroom Motivation: An Exploratory Study
The purpose of this study was to examine the value of providing pre-service teachers with opportunities to examine, justify and challenge their beliefs about classroom motivation in interaction with peers. Results showed participation in this study influenced pre-service teacher beliefs. Specifically, participants’ beliefs about classroom motivation shifted from a sole emphasis on individual cognitions to acknowledging also the importance of educational practices. The major change over time, however, was the consolidation of pre-service teachers’ motivational beliefs.
Updated: Jun. 08, 2016
The purpose of this study was to investigate different aspects of teacher beliefs in Turkey in the case of chemistry education, including any differences existing between in-service and pre-service teachers. The results showed that both pre-service and in-service teachers in Turkey hold very traditional views when it comes to the teaching and learning of chemistry. These beliefs are characterised by high levels of teacher-centredness, a transmissionoriented understanding of learning, and a strong focus on pure subject-matter learning. On the other hand, the part of the study examining the nature of good education showed that both groups of teachers value more modern ideas when it comes to teaching and learning in general.
Updated: Mar. 02, 2016