Teacher Beliefs and Epistemologies

Education ◽  
2021 ◽  
Keyword(s):  
Teacher Beliefs ◽  
Educational Psychology ◽  
Teaching And Learning ◽  
Teacher Belief ◽  
The Third ◽  
The Core ◽  
Teachers Beliefs ◽  
Implicit And Explicit ◽  
Self Learning ◽  
Core Issues

Teacher beliefs are implicit and explicit suppositions held by educators which have relevance for their professional and instructional practices, interactions with students, and learning processes. They may include beliefs about students, self, learning, knowledge, and knowing. Beliefs about knowledge and knowing—teacher epistemologies—are a specific and important type of teacher belief. Teacher beliefs and epistemologies merit investigation given their influence on teaching practices and student learning, yet the form, nature, development, and propensity to change with respect to these constructs are open to question. Further, their expression in teachers’ practice is complex, not least because both the construct and content of “belief” and “epistemology” are equivocal, elaborate, and closely connected to other constructs. Much of the teacher beliefs and epistemology research has emerged from the field of educational psychology. This chapter describes five central issues related to teachers’ beliefs and epistemologies during recent decades. Similar core issues were identified in the Oxford Research Encyclopedias in Education article “Reviews of Teachers’ Beliefs.” Within each of five sections, which represent the core issues in the field, we first explore teacher beliefs in general followed by teacher epistemologies specifically. In the first section, we provide general overviews of teacher beliefs and epistemologies to introduce the reader to key texts in both fields. The second section is a review of conceptualizations of teacher beliefs and epistemologies, in which we highlight the ways in which beliefs and epistemologies are characterized. The third section explores relationships between teachers’ beliefs/epistemologies and teaching and learning practices. Measuring teachers’ beliefs and epistemologies is the focus of the fourth section, which explicates different ways in which beliefs and epistemologies have been studied. Finally, in the fifth section, we examine research and theorization about the ways in which teachers’ beliefs and epistemologies might undergo change.

scholarly journals Percepções de Alunos de Medicina sobre Método Ativo de Ensino e Aprendizagem

2019 ◽  
Vol 20 (2) ◽  
pp. 147
Author(s):  
Beatriz Schorro Gianini ◽  
Leda Márcia Araújo Bento ◽  
Luciana Paes de Andrade
Keyword(s):  
Strong Correlation ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Personal Life ◽  
Teaching Methodologies ◽  
Professional Career ◽  
Active Teaching ◽  
The Third ◽  
Self Learning ◽  
De Medicina

Este estudo teve como objetivo verificar a percepção dos acadêmicos, do terceiro e quarto semestres, do Curso de Medicina da Universidade Anhanguera-Uniderp de Campo Grande- MS, sobre a metodologia ativa de ensino e aprendizagem, suas correlações com as bases neurológicas e seus pontos diferenciais com relação à metodologia tradicional. O estudo foi realizado no período de agosto de 2017 a julho de 2018, contemplando 110 estudantes, que responderam, por meio de questionário, 14 perguntas referentes ao tema proposto. Os resultados foram positivos para a metodologia ativa, tendo como destaque os conceitos da autoaprendizagem, consolidação dos estudos e competência para resolução de problemas por meio desse método. Além disso, houve uma forte correlação entre o entendimento do funcionamento do PBL (Problem Based Learning – metodologia ativa) e o estudo das bases neurológicas, o que reforça a importância deste na grade curricular do Curso de Medicina. Conclui-se que a metodologia ativa vem sendo reconhecida, positivamente, pelos acadêmicos de medicina e que o profissional formado (egresso) nesse modelo apresenta características, que se traduzem em diversas qualidades, as quais poderão auxiliar a sua carreira profissional. Entretanto, são necessários mais estudos que explicitem as implicações de tal metodologia na vida pessoal de cada acadêmico.Palavras-chave: PBL. Metodologias de Ensino. Medicina. Abstract This study aimed to verify the perception of the third and fourth semesters of the course of Medicine of  Anhanguera-Uniderp University of Campo Grande-MS, on the active teaching and learning methodology, their correlations with the neurological bases and their points with traditional methodology. The study was carried out from August 2017 to July 2018, with 110 students, who answered, through a questionnaire, 14 questions related to the proposed theme. The results were positive for the active methodology, highlighting the concepts of self-learning, consolidation of studies and competence to solve problems through this method. In addition, there was a strong correlation between the understanding of the functioning of PBL (Problem Based Learning) and the study of the neurological bases, which reinforces the importance of the same in the curricular curriculum of the Medicine Course. It is concluded that the active methodology has been positively recognized by medical academics and that the trained professional (alumnus) in this model has characteristics, which translate into several qualities, which may help their professional career. However, further studies are needed to explain the implications of such methodology in the personal life of each academic.Keywords: PBL. Teaching Methodologies. Medicine.

scholarly journals Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands

2021 ◽  
Author(s):  
◽  
Adrian Alamu
Keyword(s):  
Teacher Beliefs ◽  
Content Knowledge ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Solomon Islands ◽  
School Teachers ◽  
Interview Protocol ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Teachers Beliefs

<p>The low level of basic numeracy achievement in the Solomon Islands education system is a growing concern to key stakeholders. Apart from monitoring numeracy standards, no attempt has been made to explore how Solomon Islands teachers structure mathematics teaching and learning, or the quality and effectiveness of teaching and learning in schools. It has been widely recognised that teachers' beliefs, knowledge, and practices are major influences in teaching and learning mathematics in classroom situations. Therefore, the purpose of this study is to explore Solomon Islands primary school teachers' beliefs, knowledge, reported practices, and professional learning experiences that enhance numeracy outcomes. The review of literature thus focuses on teacher beliefs about mathematics, its teaching, and learning; teacher pedagogical content knowledge; and professional development. Sixteen mainly urban based primary school teachers were interviewed to explore teachers' beliefs, pedagogical content knowledge, and professional learning experiences. A phenomenological approach to qualitative methodology was adopted to explore the phenomenon. A methodological triangulation of data collection was used involving a Belief Cards exercise and a semi-structured interview protocol. The combination of these methods helped to provide a coherent picture of teacher beliefs, knowledge, and practices. The results were analysed using interpretative phenomenological analysis. The findings of the Belief Cards exercise showed that individual teachers held disparate and inconsistent views and beliefs about mathematics, its teaching, and learning. Although the majority of the teachers agreed with beliefs about the nature of mathematics as problem solving and favoured pupil-centred approaches, when it came to specific beliefs representing pedagogic strategies about teaching and learning of mathematics, teachers held differing views about linking mathematics to real life situations; mathematics as teacher-centred and transmitted, and pupils as passive listeners; and teachers' enthusiasm about doing mathematics. The study also indicates most study teachers displayed a combination of traditional-transmission and contemporary-constructivist beliefs and views about mathematics, its teaching, and its learning. Further findings based on the interview protocol included that almost 50 per cent of the teachers claimed to have insufficient knowledge about mathematical content and theoretical perspectives about learning, inadequate specific mathematics teaching resources, and 75 per cent claimed a lack of ongoing professional development support in mathematics. Some constructivist mathematical practices were reported; however, the teaching described by some teachers tended to reflect the traditional-transmission approach to teaching and learning of mathematics. The overall results showed a disparity between teacher beliefs and practices exists.</p>

scholarly journals Teachers’ beliefs about child participation in Grade R

2016 ◽  
Vol 6 (1) ◽  
pp. 9 ◽  
Author(s):  
Naseema Shaik
Keyword(s):  
Teacher Beliefs ◽  
Grade Level ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Child Participation ◽  
Level Data ◽  
Teachers Beliefs ◽  
Study Participants ◽  
Different Sources

<p>The focus of this paper is to examine teachers’ beliefs about child participation in Grade R. Five Grade R teachers working with children between the ages of five and six participated in this study. Participants were interviewed about their epistemological beliefs on teaching and learning in Grade R and specifically the role of child participation in development at this grade level. Data were analysed deductively using typologies by Perry and Rokeach. The findings of this study showed that these teachers’ beliefs concerning child participation were complex, ‘messy’, context-bound and did not fall neatly into one category. Teachers’ views were multidimensional: primitive, dualistic, derived, multiplistic or relative. Teachers drew from different sources of experience and their own knowing to shape their thinking about children’s participatory roles in the Grade R experience and implementation of child participation. The findings show how teachers’ beliefs were influenced by issues of background, tradition, power and voice.</p><p><strong>Keywords: </strong>teacher beliefs; Grade R; child participation</p>

scholarly journals Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands

2021 ◽  
Author(s):  
◽  
Adrian Alamu
Keyword(s):  
Teacher Beliefs ◽  
Content Knowledge ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Solomon Islands ◽  
School Teachers ◽  
Interview Protocol ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Teachers Beliefs

<p>The low level of basic numeracy achievement in the Solomon Islands education system is a growing concern to key stakeholders. Apart from monitoring numeracy standards, no attempt has been made to explore how Solomon Islands teachers structure mathematics teaching and learning, or the quality and effectiveness of teaching and learning in schools. It has been widely recognised that teachers' beliefs, knowledge, and practices are major influences in teaching and learning mathematics in classroom situations. Therefore, the purpose of this study is to explore Solomon Islands primary school teachers' beliefs, knowledge, reported practices, and professional learning experiences that enhance numeracy outcomes. The review of literature thus focuses on teacher beliefs about mathematics, its teaching, and learning; teacher pedagogical content knowledge; and professional development. Sixteen mainly urban based primary school teachers were interviewed to explore teachers' beliefs, pedagogical content knowledge, and professional learning experiences. A phenomenological approach to qualitative methodology was adopted to explore the phenomenon. A methodological triangulation of data collection was used involving a Belief Cards exercise and a semi-structured interview protocol. The combination of these methods helped to provide a coherent picture of teacher beliefs, knowledge, and practices. The results were analysed using interpretative phenomenological analysis. The findings of the Belief Cards exercise showed that individual teachers held disparate and inconsistent views and beliefs about mathematics, its teaching, and learning. Although the majority of the teachers agreed with beliefs about the nature of mathematics as problem solving and favoured pupil-centred approaches, when it came to specific beliefs representing pedagogic strategies about teaching and learning of mathematics, teachers held differing views about linking mathematics to real life situations; mathematics as teacher-centred and transmitted, and pupils as passive listeners; and teachers' enthusiasm about doing mathematics. The study also indicates most study teachers displayed a combination of traditional-transmission and contemporary-constructivist beliefs and views about mathematics, its teaching, and its learning. Further findings based on the interview protocol included that almost 50 per cent of the teachers claimed to have insufficient knowledge about mathematical content and theoretical perspectives about learning, inadequate specific mathematics teaching resources, and 75 per cent claimed a lack of ongoing professional development support in mathematics. Some constructivist mathematical practices were reported; however, the teaching described by some teachers tended to reflect the traditional-transmission approach to teaching and learning of mathematics. The overall results showed a disparity between teacher beliefs and practices exists.</p>

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.

Consent

2018 ◽  
Author(s):  
Martin Krzywdzinski
Keyword(s):  
Production Systems ◽  
Employee Behavior ◽  
Labor Disputes ◽  
Performance Expectations ◽  
The Third ◽  
The Core ◽  
Core Requirements ◽  
High Level

This chapter deals with the dependent variable of the study: consent. It analyses workplace consent in Russia and China using three indicators that refer to the core requirements of the production systems in automotive companies regarding employee behavior: first, standardized work; and second, compliance with expectations in terms of flexibility, cooperation, and a commitment to improving processes. The third indicator of consent (or the lack of it) is the absence or presence of open criticism, resistance, and labor disputes. The chapter reveals significant and unexpected differences between the Chinese and Russian sites on all three indicators. While the Chinese factories exhibit (with some variance between the companies), a relatively high level of consent, the Russian plants have problems with standardized work, the acceptance of performance expectations, and to some extent with labor disputes.

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