Conflicted epistemic beliefs about teaching for creativity

2020 ◽  
Vol 36 ◽  
pp. 100651
Author(s):  
Jen Katz-Buonincontro ◽  
Elaine Perignat ◽  
Richard W. Hass
Keyword(s):  
Epistemic Beliefs ◽  
Teaching For Creativity ◽  
Beliefs About Teaching

Measuring Beliefs about Teaching for Creativity

2020 ◽  
Vol 122 (7) ◽  
pp. 1-22
Author(s):  
Jen Katz-Buonincontro ◽  
Richard W. Hass ◽  
Elaine Perignat
Keyword(s):  
Self Efficacy ◽  
Pedagogical Practices ◽  
Convenience Sample ◽  
Practicing Teachers ◽  
Domain Specific ◽  
Teaching For Creativity ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Separate Factor ◽  
Creative Self

Background/Context Beliefs about teaching for creativity is a newer area of empirical investigation in education. Purpose The purpose of the quantitative study was to measure teachers’ domain-specific beliefs about teaching for creativity, piloted for the first time in this study, and compare these beliefs with domain-general beliefs about creativity. Subjects The study subjects were preservice and practicing teachers enrolled in bachelor's, master's, and doctoral (PhD and EdD) education programs within a private university located in the northeastern United States. Research Design This study surveyed a convenience sample of preservice and practicing teachers’ beliefs about creativity and their beliefs about teaching for creativity to examine their creative self-efficacy, growth and fixed creative mindsets, desirability of creativity for teaching success, and valuing creativity for student learning. Data Collection and Analysis A total of 149 students completed a measure on beliefs about creativity (domain-general) and beliefs about teaching for creativity (domain-specific). Exploratory factor analysis was conducted to examine potential newly aligned items and factors with a change in wording. Results The factor structure of the Fixed Creative Mindset items, Creative Self-Efficacy items and Desirability items was stable when rewording them to represent teacher perspectives. The Growth Creative Mindset items do not show the same stability, but two of the items seem to be related to a single factor, which is evidence that these items are functioning well. The newly worded Value items loaded on a separate factor, with only one cross loading. Educators rated themselves high in most areas, and low in the area of Fixed Creative Mindset. The results indicate that the Beliefs About Teaching for Creativity scales are reliable, with significant correlations among factors. Recommendations We propose research and policy recommendations to further examine the complex relationship between teachers’ beliefs about teaching for creativity and their pedagogical practices, especially in the area of growth and fixed creative mindset.

scholarly journals Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities

2013 ◽  
Vol 43 (2) ◽  
pp. 164-183 ◽  
Author(s):  
Jo Lunn Brownlee ◽  
Eva Johansson ◽  
Charlotte Cobb-Moore ◽  
Gillian Boulton-Lewis ◽  
Sue Walker ◽  
...  
Keyword(s):  
Teaching Practices ◽  
Early Years ◽  
Epistemic Beliefs ◽  
Moral Learning ◽  
Beliefs About Teaching

Investigating Engagement and Disengagement in College Students' Epistemic Beliefs Profiles

2018 ◽  
Author(s):  
Xingya Xu ◽  
Michelle Buehl ◽  
Angela D. Miller ◽  
Samantha Ives ◽  
Anthony Arciero ◽  
...  
Keyword(s):  
College Students ◽  
Epistemic Beliefs ◽  
Engagement And Disengagement

Epistemic Beliefs and Assessment Practices: Effects on Learning Processes and Academic Achievement

2014 ◽  
Author(s):  
Marianne Chevrier ◽  
Krista R. Muis ◽  
Cynthia Psaradellis ◽  
Meredith A. Derian-Toth ◽  
Ivana Dileo ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Processes ◽  
Epistemic Beliefs ◽  
Assessment Practices

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 Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

scholarly journals Universal Design for Learning: The More, the Better?

2021 ◽  
Vol 11 (4) ◽  
pp. 164
Author(s):  
Marvin Roski ◽  
Malte Walkowiak ◽  
Andreas Nehring
Keyword(s):  
Quantitative Research ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Epistemic Beliefs ◽  
Learning Gains ◽  
Inclusive Settings ◽  
Design For Learning ◽  
Multiple Indicator ◽  
Science Classes ◽  
Mimic Approach

An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.

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