scholarly journals Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study

2017 ◽  
Vol 5 (9) ◽  
pp. 1 ◽  
Author(s):  
Katja Maass ◽  
Malcolm Swan ◽  
Anna-Maria Aldorf
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Influencing Factor ◽  
International Study ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Study Approach ◽  
Teachers Beliefs ◽  
Development Course

Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional development courses are one way to help teachers with this endeavor. Within the discussion of effective professional development, beliefs are often named as an important influencing factor. In this respect, much research has been carried out on how beliefs on mathematics teaching impact the outcomes of the course. However, there has been much less research on what beliefs mathematics teachers develop on inquiry-based learning and how this might impact their (perceived) classroom teaching. Therefore, this paper presents an international research study carried out within the European Project Primas, in which professional development courses on inquiry-based learning were conducted in 12 countries. Using the case-study approach, this paper aims at answering the following questions: 1. What kind of beliefs about IBL do mathematics teachers across Europe develop? 2. How do these beliefs relate to teachers’ perceived enactments of IBL?

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 Født sånn, eller blitt sånn? Matematikklæreres oppfatninger om evnen til å undervise

2016 ◽  
Vol 10 (1) ◽  
pp. 7
Author(s):  
Janne Fauskanger ◽  
Reidar Mosvold ◽  
Morten Søyland Kristensen
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Mathematics Teachers ◽  
Experienced Teachers ◽  
Teachers Beliefs ◽  
Teaching Professional Development ◽  
Survey Responses ◽  
Teaching Professional

I denne artikkelen analyserer vi matematikklæreres oppfatninger om evnen til å undervise. Innholdsanalyse av 40 erfarne læreres svar på en spørre­undersøkelse, viser at flere ser på aspekter ved evnen til å undervise som medfødt, eller medfødt for noen. Lærere som ser på evnen til å undervise som medfødt, vil kunne nedvurdere betydningen av etter- og videreutdanning, og foretrekke å få tips de kan ta direkte inn i undervisningen uten å forstå hvorfor tipsene eventuelt virker. Vi mener følgelig at det er viktig å kartlegge slike oppfatninger i forbindelse med etter- og videreutdanning av matematikklærere.Nøkkelord: matematikklærere, oppfatninger, evner, undervisning, etter- og videreutdanningAbstractIn this article, we analyze mathematics teachers’ beliefs about the ability to teach. Content analysis of 40 experienced teachers’ survey responses shows that several teachers consider aspects about the ability to teach as innate, or innate for some. Teachers who look at the ability to teach as innate, might depreciate the meaning of professional development, and prefer to get tips that can be directly applied in their teaching without having to understand why the tips work. Based on these findings, we argue that it is important to measure such beliefs in connection with professional development of mathematics teachers.Keywords: mathematics teachers, beliefs, ability, teaching, professional development

scholarly journals Putting inquiry-based learning into practice: How teachers changed their beliefs and attitudes through a professional development program

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Elisabeth Hofer ◽  
Anja Lembens
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Qualitative Content Analysis ◽  
Group Discussion ◽  
Development Program ◽  
Professional Development Program ◽  
Inquiry Based Learning ◽  
Individual Interviews ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes

AbstractDespite the tremendous efforts which have been made over the last few years, inquiry-based learning (IBL) has not become an established practice in science education yet. Even if teachers consider IBL an important and valuable approach, they still refrain from implementing it in their own science classes. Research findings suggest that the teachers’ beliefs and attitudes have a crucial influence on their classroom practice. Only if they are compatible with the approach of IBL, the teachers will be willing to implement IBL in their own classes. This article demonstrates how the beliefs and attitudes of three Austrian chemistry teachers changed over the period of a 9-monthly professional development program (PDP). In order to ascertain their beliefs and attitudes regarding IBL previous to and after the PDP, we conducted a group discussion and three individual interviews. The statements from both dates were analyzed using a qualitative content analysis and indicate substantial changes concerning the teachers’ beliefs about the efficacy, capability and practicability of IBL. After participating in the PDP, the teachers took a more positive attitude regarding both IBL in general and its implementation. Considering the findings from this study, we formulate implications for designing PDP at the end.

scholarly journals A Professional Development Course for the Clinical Clerkships: Developing a Student-Centered Curriculum

2008 ◽  
Vol 23 (7) ◽  
pp. 964-968 ◽  
Author(s):  
Laura E. Hill-Sakurai ◽  
Christina A. Lee ◽  
Adam Schickedanz ◽  
John Maa ◽  
Cindy J. Lai
Keyword(s):  
Professional Development ◽  
Student Centered ◽  
Clinical Clerkships ◽  
Development Course

Research into Practice: 29 Years of Classroom Teaching

2019 ◽  
pp. 54-59
Author(s):  
Daniel J. Brahier
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Teaching Experiences ◽  
Research And Practice ◽  
University Professor ◽  
K 12 ◽  
Successful Teaching

The preparation and professional development of mathematics teachers requires instructors who are not only proficient in their content and pedagogy but can bring successful teaching experiences to the classroom. In this paper, the author shares his experience of 29 years of simultaneously teaching in a K-12 secondary school, while also serving as a university professor who teaches mathematics methods courses. Examples of classroom experiences that enhanced university methods courses are described, as are some of the benefits of teaching in both settings to connect research and practice in mathematics teaching.

scholarly journals Investigation of Mathematics Teachers’ Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process

2021 ◽  
Author(s):  
Mithat TAKUNYACI
Keyword(s):  
High Schools ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Female Teachers ◽  
Mathematics Teaching Efficacy ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

Teachers’ beliefs about teaching mathematics have a great influence on students’ success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers’ beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers’ efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyacı and Aydın (2013) was used. The first finding of our study is mathematics teachers’ beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers’ efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.

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