Search results for: Beliefs
Page 2/7 69 items
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
This study investigated the development of second-year student teachers’ research knowledge and changes in their beliefs and attitude towards research during an introductory research course at an institute for primary teacher education. Remarkably the student teachers’ initial beliefs towards research were already quite positive. The results showed that student teachers’ knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. Furthermore, student teachers’ self-efficacy regarding research appeared related to their beliefs and attitude.
Updated: Feb. 21, 2016
In this study, the authors wanted preservice teachers’ (PSTs) to understand and recognize that their beliefs and stereotypes about math, along with their level of math anxiety, have a direct correlation to how they teach math, both positively and negatively. Negative math experiences lead PSTs to think they are not good at math. This lack of math knowledge and confidence then impacts the type of math teacher they become. In order to provide the PSTs alternative ways to teach math, this study implemented research-based practices aimed to math anxiety and change their negative beliefs and stereotypes. The authors found that PSTs loved the variety of ways math manipulatives were taught and used. This evidence suggested that the specific strategies utilized by the professor would have a positive impact on the PSTs’ beliefs and stereotypes about math, along with decreasing their level of math anxiety.
Updated: Feb. 02, 2016
Preservice Teachers’ Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices: A Sequential Design Study
This research draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers’ biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. The findings reveal that preservice teachers were significantly less biased and prejudiced and more likely to endorse adaptive instructional practices by the time they were ready to graduate from the teacher education program than they were during their 1st year in the program.
Updated: Dec. 29, 2015
Preservice Teachers’ Beliefs About Childhood: Challenges for a Participatory Early Childhood Education?
The purpose of this study is to examine preservice teachers’ beliefs about childhood in an attempt to see how they may support an active, participatory role for children in early childhood education. The authors highlight three important conclusions from this research. First, preservice teachers already have a number of beliefs that explain children’s behavior, haracteristics, potentials, and needs when they enter university education. Second, beliefs about childhood vary among preservice teachers and some of their beliefs are related to known scientific theories about childhood or to existing typologies. Third, despite this variation, there are specific ontological and epistemological presuppositions underlying these beliefs that construct a framework theory for understanding childhood.
Updated: Nov. 04, 2015
This study aimed at identifying the overall trends in beliefs about language learning of pre-service English as a foreign language (EFL) teachers in the Turkish context, thereby filling a gap in locally situated research. The findings reveal that the prospective Turkish teachers in this study hold a variety of beliefs about language learning. The findings strongly suggest that teacher education programmes should encourage prospective teachers to explore their beliefs, pay attention to any unrealistic beliefs or misconceptions they may hold, and challenge such beliefs with new information and knowledge.
Updated: May. 12, 2015
The goal of this study was to explore teachers’ beliefs about students in the United States and if these beliefs evolve during the first five years of teaching. Findings from the present study indicate that teachers’ beliefs about students are positive and adaptive and become more cohesive and positive during the first five years of teaching, despite the challenges typically encountered by beginning teachers.
Updated: Mar. 31, 2015
Modeling as Moral Education: Documenting, Analyzing, and Addressing a Central Belief of Preservice Teachers
This study aims to describe the beliefs of preservice teachers regarding the moral work of teaching. The results reveal that the vast majority of participants expressed the belief that we can indeed teach children to be good. Furthermore, modeling as means of moral education is found to be a dominant theme in the data. Among the discussions of modeling, several sub-themes about the nature of modeling and its role in teaching are reported.
Updated: Feb. 25, 2015
This article examines the orientations of prospective teachers (PSTs) toward students’ family and their home and community experiences , as they relate to teaching mathematics. The results indicate that PSTs recognize the importance of connecting with parents, understanding home and community practices, and building on these practices to support children’s mathematical learning. Yet at the same time, they also exhibit inconsistent perspectives, at times indicating a lack of understanding as to why some families appear to be less able to support students’ academic efforts. The authors also found that some PSTs believe that at least some responsibility for success in school mathematics lies at home with the parents. The authors argue that teacher educators need to be aware of the orientations that PSTs bring with them to mathematics methods classrooms.
Updated: Feb. 16, 2015