Teaching Across Subject Boundaries in STEM: Continuities in Beliefs about Learning and Teaching

2019 ◽  
Vol 18 (3) ◽  
pp. 463-483 ◽  
Author(s):  
Colleen Vale ◽  
Coral Campbell ◽  
Christopher Speldewinde ◽  
Pennie White
Keyword(s):  
Learning And Teaching ◽  
Beliefs About Learning

scholarly journals Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs

2017 ◽  
Vol 10 (6) ◽  
pp. 36 ◽  
Author(s):  
Zeha Yakar ◽  
Duygu Turgut
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Lesson Study ◽  
Teaching Method ◽  
Student Centered ◽  
Learning And Teaching ◽  
Study Approach ◽  
Preservice Science Teachers ◽  
Teachers Beliefs ◽  
Beliefs About Learning

Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers’ beliefs is important. It is also critical to study teachers’ beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers’ beliefs about learning and teaching have been analyzed. Teachers’ Beliefs Interview (TBI) has been used for determining the development of preservice science teachers’ beliefs about learning and teaching. At the end of the study, it was determined that through microteaching with lesson study approach, preservice science teachers’ beliefs improved in a positive way that their beliefs significantly changed toward more student-centered. The findings from this study support the notion that application micro teaching with lesson study in Science Teaching Method Course has postitive impact on preservice teachers’ beliefs.

scholarly journals The Measurement of Teacher’s Beliefs About Ability: Development of the Beliefs About Learning and Teaching Questionnaire

2018 ◽  
Vol 28 (3) ◽  
Author(s):  
Christine V. Glenn
Keyword(s):  
Students With Disabilities ◽  
Epistemological Beliefs ◽  
Structured Interview ◽  
Statistical Characteristics ◽  
Learning And Teaching ◽  
Roles And Responsibilities ◽  
Teachers Beliefs ◽  
Teacher's Beliefs ◽  
The Relationship ◽  
Beliefs About Learning

The purpose of this article is to present the scale items, the statistical characteristics, and evidence of validity of the previously unpublished Beliefs about Learning and Teaching Questionnaire that examines elementary teachers’ epistemological beliefs and their beliefs about learning and teaching in inclusive classrooms. In this study, 186 teachers completed the questionnaire. Reliability analysis yielded a Cronbach’s alpha of .81. A factor analysis yielded four factors, including teachers’ beliefs about ability and their preferences for teacher-controlled and student-centred instruction. To examine the relationship between teachers’ beliefs about ability and their beliefs about disability and their responsibilities in working with students with disabilities, 36 teachers completed both the revised questionnaire and a semi-structured interview focused on beliefs and practices, the Pathognomonic-Interventionist Interview. The results suggest that teachers have varying beliefs about their roles and responsibilities in working with students with disabilities, and they provide evidence that these beliefs are related to their more widely held epistemological beliefs about ability. These range from a belief that ability is fixed and is unlikely to be influenced by learning and instruction, to a belief that ability is fluid and malleable, that it is increased by learning and therefore is responsive to instruction.

Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective

2020 ◽  
Vol 99 ◽  
pp. 101495 ◽  
Author(s):  
Stella Vosniadou ◽  
Michael J. Lawson ◽  
Mirella Wyra ◽  
Penny Van Deur ◽  
David Jeffries ◽  
...  
Keyword(s):  
Conceptual Change ◽  
Self Regulation ◽  
The Self ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Beliefs About Learning

scholarly journals Beliefs about Learning and Teaching Communicative English in Japan

2001 ◽  
Vol 23 (1) ◽  
pp. 69 ◽  
Keyword(s):  
Teacher Beliefs ◽  
Classroom Practice ◽  
The Other ◽  
Student Beliefs ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Item Questionnaire ◽  
Instructional Styles ◽  
Goals And Objectives ◽  
Beliefs About Learning

This study examines Japanese lUliversity EFL student and teacher beliefs about learning and teaching commlUlicative English in Japan. Over 300 students and 82 college teachers were given a 36-item questionnaire to assess their beliefs about (a) important instructional areas, (b) goals and objectives, (c) instructional styles and methods, (d) teaching materials, and (e) cultural matters. The results indicate that many students preferred traditional styles of ELT pedagogy including a teacher-centered approach (listening to lectures), learning isolated skills (pronunciation), and focusing on accuracy Oapanese translation). On the other hand, the teachers' preferences appeared to have shifted towards more recent pedagogy such as a learner-centered approach, integrated skills, and a focus on fluency. These results suggest that constant assessment of student beliefs is essential to link ELT theories and classroom practice.

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