Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio‐cultural perspective on professional development and change

2011 ◽  
Vol 43 (3) ◽  
pp. 357-381 ◽  
Author(s):  
Carolyn S. Wallace ◽  
Mark Priestley
Keyword(s):  
Professional Development ◽  
Teacher Beliefs ◽  
Curriculum Innovation ◽  
Cultural Perspective

Tertiary EFL Practitioners’ Beliefs and Attitudes Towards Professional Development in the Area of Assessment and Testing–An Exploratory Study

2021 ◽  
Vol 3 ◽  
pp. 17-32
Author(s):  
Muhammad Wasim Latif ◽  
Arzoo Wasim
Keyword(s):  
Professional Development ◽  
Teacher Beliefs ◽  
Teacher Practices ◽  
Language Teachers ◽  
Self Awareness ◽  
Educational Institute ◽  
Assessment And Testing ◽  
Teachers Training ◽  
Beliefs And Attitudes ◽  
Insight Into

Professional development of teachers, the greatest strength of any educational institute, implies advancement of pedagogical, assessment and success standards. All teacher education activities whether during the pre-or/and in-service phases, should aim to bring about teacher change which refers to the procedures targeting reform in teacher beliefs, attitudes, knowledge, self-awareness, skills and practices. Since teacher beliefs and attitudes serve as an integral part of the process to comprehend how teachers conceptualise, approach and practice their work, change in teacher practices generally precede a change in teacher beliefs and attitudes. In the background of the paucity of scholarship about tertiary EFL practitioners’ beliefs and attitudes about their professional development, in general, and in assessment, testing and evaluation, in particular, the present study mainly based on interview data collected from 10 tertiary EFL teachers working in three tertiary educational institutes in Saudi Arabia aimed at exploring tertiary EFL practitioners’ philosophies and attitudes towards their PD in assessment and testing to get better insight into language teachers’ training needs. It is hoped that the findings of the study will create awareness among novice as well as experienced teachers and help their respective institutions in having better understanding about the various dynamics of teacher PD in assessment and testing.

scholarly journals PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION

2016 ◽  
Vol 70 (1) ◽  
pp. 21-33
Author(s):  
Sarah Bansilal ◽  
Angela James
Keyword(s):  
Professional Development ◽  
Teacher Beliefs ◽  
School Leadership ◽  
Content Knowledge ◽  
Science Teachers ◽  
Physical Science ◽  
Teachers Perceptions ◽  
Pedagogic Content Knowledge ◽  
Self Confidence ◽  
Mentoring System

Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers. Key words: content knowledge, professional development, physical science teachers, pedagogic content knowledge, teacher beliefs, teacher confidence.

The Uptake and Use of Digital Technologies and Professional Development

2019 ◽  
pp. 505-525
Author(s):  
Marcia Håkansson Lindqvist
Keyword(s):  
Professional Development ◽  
Teacher Beliefs ◽  
Student Learning ◽  
Digital Technologies ◽  
Institutional Support ◽  
Development Project ◽  
University Teachers ◽  
Design Collaboration ◽  
Time To Learn

University teachers continue to strive to support the uptake and use of digital technologies in their teaching to support student learning. This chapter highlights teacher beliefs as expressed in interviews following a professional development project related to the uptake and use of digital technologies in their teaching. The teachers see possibilities in the new tools as well as challenges. Teachers need time to learn and implement these tools in reflection and in line with their own beliefs. They see change as small steps forward. If teachers' uptake of use of digital technologies is to be advanced, and through this technology enhancing learning for themselves and for students, further institutional support to promote design, collaboration, and sharing will be important.

scholarly journals Working with Mathematics and Science Teachers on IBL Approaches: Teacher Concerns [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Svein Arne Sikko ◽  
Ragnhild Lyngved ◽  
Birgit Pepin
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Beliefs ◽  
Science Teachers ◽  
Natural Sciences ◽  
Instructional Leaders ◽  
Teacher Concerns ◽  
Teachers Beliefs ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We found that teachers in Norway would like to use more IBL strategies in their day-to-day teaching. They were also asking for more, and more relevant, continuous professional development courses. Textbooks were not seen as a main hindrance to the use of IBL, but these would need to include more IBL approaches. Even if the curriculum, particularly in the natural sciences, did not represent an important hindrance, in their view, it would need to advocate IBL more explicitly. The results provide deeper insights into teacher beliefs related to IBL, in particular the constraints that prevent them from working in such a manner, and into potential ‘openings’ for using IBL to enhance pupil engagement and deeper learning. Methodologically, the study uses a quantitative approach to investigate teacher beliefs related to IBL that adds to the literature in the field.

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