Teachers’ Beliefs Systems Referring to the Teaching and Learning of Arithmetic

2015 ◽  
pp. 95-107 ◽  
Author(s):  
Katinka Bräunling ◽  
Andreas Eichler
Keyword(s):  
Teaching And Learning ◽  
Teachers Beliefs

Article Review: The Impact of Fun and Enjoyment on Adult Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Laily Yahya
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Educational Programme ◽  
Continuous Quality ◽  
Teachers Beliefs ◽  
Critical Issues ◽  
Affective Experiences ◽  
The Impact

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

scholarly journals Initial Beliefs of Preservice Chemistry Teachers in Croatia

2020 ◽  
Vol 10 (1) ◽  
pp. 37-57
Author(s):  
Lana Šojat
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Learning Theories ◽  
Chemistry Teachers ◽  
Teaching Objectives ◽  
Open Questions ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teacher Professional

In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers’ beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.

scholarly journals A new approach to understanding teachers’ classroom practices

2014 ◽  
Vol 7 ◽  
Author(s):  
Lyla Alsalim
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Teacher Practices ◽  
Traditional Approach ◽  
Reform Initiatives ◽  
New Approach ◽  
Teachers Beliefs ◽  
Recent Reform

Teaching is generally considered a complex practice that involves the constant and dynamic interaction between the teacher, the students and the subject matter. One of the main goals of most education reform initiatives has been to change teachers’ classroom practices. Most recent reform curricula focus on highlighting teacher practices that promote and evoke students’ understanding alongside the changes in content (Tirosh & Graeber, 2003). Changes to a teacher’s role that are included in the education reform movement call for more research in order to understand and theorise teachers’ classroom practices. In this paper, I will present patterns-of-participation (PoP) as a promising framework that aims to understand the role of the teacher for emerging classroom practices. Instead of relying on a traditional approach to understanding classroom practices by analysing teachers’ beliefs, this framework applies a participatory approach to look for patterns in the participation of individual teachers in many social practices at the school and in the classroom. Some of these practices are directly related to the teaching and learning of mathematics while others are not. And some of them relate to communities that are not actually present in the classroom or at the school. PoP views teachers’ social interaction in a certain community as a piece which is influenced by other pieces of social interactions. In every interaction, the ‘pieces’ shape a ‘fluctuating pattern' that shows the shifting impact of different, previous practices and the dynamic relations between them (Skott, 2010; 2011; 2013).

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