Search results for: Beliefs
Page 7/7 69 items
The research describes a mixed-methods study of preservice teachers' planned instructional strategies. Of special interest were the preservice teachers' most salient strategies and how often these preservice teachers planned to use each one. The results from this study of planned action indicate that preservice teachers in all content areas choose a variety of instructional strategies, although the extent of use for any one strategy differs across content domains.
Updated: Apr. 22, 2009
Understanding How A Case-Based Assessment Instrument Influences Student Teachers’ Learning Approaches
In the current study, the authors examine student teachers’ learning approaches in the context of case-based assessment. Hereto, they investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The results indicate that the student teachers’ perception of the deep-level demands of the OverAll Test mediates the effect of their beliefs on the adoption of deep approaches to learning.
Updated: Jan. 26, 2009
Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning
In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook.
Updated: Jan. 07, 2009
The article examines the professional identity of a reading specialist. It offers an inside look at the pressures at her elementary school and practices, and tensions between her personal beliefs, and knowledge about effective reading instruction and district based pressures to help her students pass the 'test.'
Updated: Nov. 23, 2008
Investigating Changes in ProspectiveTeachers’ Views of a ‘Good teacher’ While Engaging in Computerized Project-based Learning
The article explores the effect of learning via computerized project-based learning, on the changes in views of third year prospective mathematics teachers regarding the image of the ‘good teacher.’ A questionnaire was used, supported by evidence from the portfolios, and results show that CPBL is an effective approach for supporting the change in views of our pre-service mathematics teachers regarding the image of the ‘good teacher.’
Updated: Nov. 12, 2008
Teachers' conceptions of inquiry were measured in this study. Validity was measured by comparing responses for a group of secondary teachers to narrative writing and group discussion. Three of the five essential element of inquiry were expressed their ideas of classroom inquiry. The missing components indicate a gap between the teachers’ conceptions of inquiry and the ideals of the reform movement.
Updated: Oct. 24, 2008
The present article examines the influence of teacher preparation on responses to classroom aggression. A sample of 121 teachers employed in 11 public schools across Southwest Virginia completed measures of teaching characteristics and responded to vignettes depicting student aggression. Results confirmed the importance of prior training in supporting classroom management.
Updated: Jul. 27, 2008
This article report on the impact of pedagogical training and self-efficacy beliefs on teachers. 200 teachers were divided into groups depending on the amount pedagogical training they had. The results indicated that pedagogical training had an effect on scales measuring conceptual change/student-focused approach and self-efficacy beliefs.
Updated: Jul. 23, 2008
In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., Cochran-Smith & Lytle, 1999; Lytle & Cochran-Smith, 1992; Schultz, 2003).
Updated: Apr. 08, 2008