Search results for: Beliefs
Page 4/7 69 items
Professional Development That Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence
The author examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. The preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site facilitation opportunity, delineating teacher-driven and job-embedded approaches, respectively. Findings suggest that teacher-driven PD workshops significantly increased teachers' perceived feasibility of implementing instructional strategies, and their actual use of those strategies was significantly influenced by job-embedded facilitations.
Updated: May. 28, 2013
Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories
The goal of this study was to investigate how science faculty members’ belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students’ responses played a critical role in participants’ belief systems and their decision to continue using the inquiry-based format.
Updated: Apr. 24, 2013
The Effects of Community-Based Service Learning on Preservice Teachers’ Beliefs About the Characteristics of Effective Science Teachers of Diverse Students
This study aimed to investigate the effects of community-based service learning (CBSL) on preservice elementary teachers’ beliefs of the characteristics of effective science teachers of diverse students. Findings suggest that preservice teachers who participated in CBSL developed beliefs about the characteristics of effective science teachers that are complimentary to the descriptions of effective teachers of diverse students provided in the literature.
Updated: Apr. 24, 2013
This case study examined the experiences of a group of high school science teachers participating in a unique professional development method involving an argue-to-learn intervention. Findings indicate that participant groups were more likely to use the Web to find unique evidence than to they were to use the provided materials.
Updated: Apr. 23, 2013
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan
This article reports how the general pedagogical knowledge test was conceptualized in the context of Teacher Education and Development Study in Mathematics. The researchers from the United States, Germany, and Taiwan worked together and used representative samples of future middle school teachers in these countries from a survey which conducted on 2008. Findings revealed that U.S. future middle school teachers were significantly outperformed by future teachers in Germany and Taiwan. Furthermore, the data revealed that U.S. future middle school teachers had a relative strength in generating classroom strategies but a weakness in recalling knowledge and analyzing problems.
Updated: Apr. 08, 2013
Impact of Curriculum Training on State-Funded Prekindergarten Teachers' Knowledge, Beliefs, and Practices
This study examines the impact of an 8-week curriculum course on state-funded prekindergarten teachers' knowledge about developmentally appropriate curriculum, their beliefs about best practice, and their actual observed classroom instructional performance. Nine teachers attended the course and were evaluated before and after the training. A control group of 8 teachers was also assessed during the same time frame. The impact of this focused professional-development initiative was not mediated by the participating teachers' level of education.
Updated: Dec. 30, 2012
A Case Study of Beginning Science Teachers’ Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey
This study aimed to evaluate subject matter knowledge (SMK), pedagogical content knowledge (PCK), concerning chemical reactions for science teaching of beginning student teachers in Turkey. The results revealed that a high proportion of the student teachers were able to correctly apply the very basic concepts of Conservation of Mass and Conservation of Atoms. However, only one quarter of the students brought a sufficient understanding with them from secondary school to correctly answer the more difficult problems.
Updated: Nov. 28, 2012
This article describes the experiences of a new teacher educator in a Graduate Teacher Programme in UK university. The author has examined some of her beliefs about teaching, in order to establish her own professional identity.
Updated: Nov. 14, 2012
Beliefs, Practices, and Reflection: Exploring a Science Teacher’s Classroom Assessment Through the Assessment Triangle Model
The author uses the Assessment Practices Framework to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The author reports the teacher’s assessment practices and the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation).
Updated: Oct. 24, 2012
Impact of a Content and Methods Course Sequence on Prospective Secondary Mathematics Teachers’ Beliefs
This article reports on a study of beliefs about mathematics, teaching, and proof. The study was conducted with six prospective secondary mathematics teachers. The findings reveal that while their beliefs about mathematics and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs that foreground the activities and understandings of the students.
Updated: Oct. 22, 2012