Argumentation in Primary Grades STEM Instruction: Examining Teachers’ Beliefs and Practices in the USA

2020 ◽  
pp. 427-446
Author(s):  
AnnaMarie Conner ◽  
Barbara A. Crawford ◽  
Timothy Foutz ◽  
Roger B. Hill ◽  
David F. Jackson ◽  
...  
Keyword(s):  
Primary Grades ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Stem Instruction ◽  
The Usa

Native Chinese-Speaking K-12 Language Teachers' Beliefs and Practices

2014 ◽  
Vol 47 (4) ◽  
pp. 630-652 ◽  
Author(s):  
Chan Lü ◽  
Magaly Lavadenz
Keyword(s):  
Language Teachers ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
K 12

Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction

2021 ◽  
pp. 136216882110576
Author(s):  
Xiaolong Cheng ◽  
Lawrence Jun Zhang ◽  
Qiaozhen Yan
Keyword(s):  
Foreign Language ◽  
Comprehensive Approach ◽  
Written Feedback ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Writing Teachers ◽  
Efl Writing ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Feedback Strategies

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers’ beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.

scholarly journals Technology Education In The United States: Teachers' Beliefs And Practices In Perspective

2020 ◽  
Author(s):  
Mark Sanders ◽  
Thomas Sherman ◽  
Hyuksoo Kwon ◽  
James Pembridge
Keyword(s):  
United States ◽  
Technology Education ◽  
The United States ◽  
Beliefs And Practices ◽  
Teachers Beliefs

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dogan Yuksel ◽  
Adem Soruç ◽  
Jim McKinley
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Educational Background ◽  
Beliefs And Practices ◽  
Special Training ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
The Impact ◽  
The Relationship

Abstract This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teachers’ beliefs were gathered by a task about OCF. The results showed that teachers’ beliefs and practices were consistent on the aspects of perceived effectiveness, grammatical errors, implicit and explicit feedback. However, their beliefs and practices were inconsistent regarding lexical, phonological errors, and timing of OCF. The results also revealed that of the three individual differences, teaching experience most impacted the consistency between beliefs and practices, thus showing the greater role of teaching experience over special training and educational background on the consistency between beliefs and practices about OCF.

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