How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom

One of the important components of professional competence of teachers today is their involvement in innovation. In pedagogical science innovative activity is defined as purposeful pedagogical activity based on understanding of own pedagogical experience by means of comparison and studying, change and development of educational process for the purpose of achievement of higher results, receiving new knowledge, introduction of qualitatively other pedagogical practice. The relevance of our article is determined by the society's order for a creative teacher with a high level of readiness for innovative pedagogical activity, the need to develop a holistic system of improving readiness for innovative activity. The system-forming factor of readiness of the teacher for innovative activity is the need for transformation, improvement of pedagogical activity through innovative technologies of education.

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Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education

Encyclopedia of Mathematics Education ◽

10.1007/978-3-030-15789-0_149 ◽

2020 ◽

pp. 825-828

Author(s):

Peter Liljedahl ◽

Susan Oesterle

Keyword(s):

Mathematics Education ◽

Teacher Beliefs ◽

Self Efficacy

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Preparing young dual language learners for school success: early childhood teacher beliefs regarding school readiness

Early Child Development and Care ◽

10.1080/03004430.2016.1261336 ◽

2016 ◽

Vol 188 (10) ◽

pp. 1368-1380 ◽

Cited By ~ 2

Author(s):

Ruth Alfaro Piker ◽

Michelle Kimmel

Keyword(s):

Early Childhood ◽

Teacher Beliefs ◽

School Readiness ◽

Language Learners ◽

Dual Language ◽

School Success ◽

Early Childhood Teacher ◽

Dual Language Learners

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Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

English Language Teaching ◽

10.5539/elt.v10n9p208 ◽

2017 ◽

Vol 10 (9) ◽

pp. 208

Author(s):

Tunku Mohani Tunku Mohtar ◽

Charanjit Kaur Swaran Singh ◽

Napisah Kepol ◽

Ahmad Zainuri Loap Ahmad ◽

Sasigaran Moneyam

Keyword(s):

Teacher Beliefs ◽

Language Learning ◽

Instructional Strategies ◽

English Language ◽

Teaching Practice ◽

Writing Skills ◽

Teaching Writing ◽

Language Needs ◽

Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

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