Educational Beliefs: Educational Inquiry from a Female Teacher

2019 ◽  
pp. 317-367
Keyword(s):  
Female Teacher ◽  
Educational Beliefs ◽  
Educational Inquiry

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.

Measuring and exploring the structure of teachers’ educational beliefs

2021 ◽  
Vol 70 ◽  
pp. 101018
Author(s):  
Jasja Valckx ◽  
Ruben Vanderlinde ◽  
Geert Devos
Keyword(s):  
Educational Beliefs

scholarly journals Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom

2015 ◽  
Vol 23 ◽  
Author(s):  
Colleen Stieler-Hunt ◽  
Christian M. Jones
Keyword(s):  
Elementary Education ◽  
Information And Communication Technologies ◽  
Diffusion Of Innovations ◽  
Pedagogical Issues ◽  
Learning Technology ◽  
Educational Beliefs ◽  
Diffusion Of Innovations Theory ◽  
Positive Attitudes ◽  
Subjective Success ◽  
Information And Communication

This study used qualitative methods to explore why some educators embrace the use of digital game-play (DGP) in the classroom. The results indicated that these teachers had a very strong belief that DGP could be beneficial for learning which stemmed from experiencing their own form of subjective success with using DGP in the classroom, availing themselves of information and advocacy about using DGP in the classroom and personal experiences with DGP either through their own DGP or through watching their own children play games. They also shared positive attitudes towards information and communication technologies generally and had initially been invited to use DGP in the classroom by someone in authority. Their use of DGP was also something that they felt made them different to other teachers. Applying these findings to Rogers’ Diffusion of Innovations theory predicted that the diffusion rate of using DGP in the classroom will continue to be slow. Finally, this study indicates that teachers need to experience their own form of subjective ‘success’ in order to find DGP valuable and this subjective ‘success’ often goes beyond test score performance.Keywords: game-based learning; video games; elementary education; secondary education; educational beliefs; pedagogical issues(Published: 4 September 2015)Citation: Research in Learning Technology 2015, 23: 26155 - http://dx.doi.org/10.3402/rlt.v23.26155

scholarly journals Investigation of the psychological resilience of teacher candidates in terms of sense of humor and life satisfaction

2021 ◽  
Vol 11 (1) ◽  
pp. 251-263
Author(s):  
Zeliha Tras ◽  
Büşra Kabakci ◽  
Baltacı Bilge
Keyword(s):  
Life Satisfaction ◽  
Teacher Candidates ◽  
Positive Relationship ◽  
Satisfaction With Life ◽  
Personal Information ◽  
Pearson Correlation ◽  
Satisfaction With Life Scale ◽  
Psychological Resilience ◽  
Female Teacher ◽  
Sense Of Humor

The aim of this study is to examine the psychological resilience in teacher candidates in terms of sense of humor and life satisfaction. Correlational research model was used in the study. The dependent variable of the research is psychological resilience and independent variables are sense of humor and life satisfaction. The research was carried out on 427 teacher candidates between the ages of 18-27, 318 females (74.5%) and 109 males (25.5%). The Resilience Scale for Adults, The Multidimensional Sense of Humor Scale, The Satisfaction with Life Scale and Personal Information Form were used to collect data. Descriptive statistics, independent groups t-test, variance analysis, Pearson correlation coefficient and hierarchical regression analysis were used to analyze the data. When the findings of the study are analyzed, it is seen that psychological resilience in terms of gender differs significantly in favor of female teacher candidates. A positive relationship was found between teacher candidates' psychological resilience and sense of humor. In addition, a positive relationship was found between psychological resilience and life satisfaction. Looking at the findings, it is seen that the variables of sense of humor and life satisfaction predict psychological resilience significantly. The findings were discussed according to the literature and various suggestions were presented.

scholarly journals Professores(as)-pesquisadores(as) de educação física na educação básica: idiossincrasias e fomento à formação na região metropolitana de Fortaleza

2019 ◽  
Vol 17 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Amanda Taiane Correia de Oliveira ◽  
Liana Lima Rocha ◽  
Luciana Venâncio ◽  
Luiz Sanches Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Basic Education ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
Educational Practices ◽  
Female Teacher ◽  
One Year ◽  
Education Network ◽  
The City

Introdução: Investigamos as características dos processos formativos de três docentes e os motivos subjacentes à sua mobilização como professores(as) que se preocupam em pesquisar. Objetivo: O objetivo de nossa investigação é compreender as idiossincrasias desses(as) professores(as)-pesquisadores(as), que investigam suas próprias práticas educativas na educação básica, na área da educação física na cidade de Fortaleza e na região metropolitana. Métodos: O nosso estudo é fundamentado em uma pesquisa qualitativa com a colaboração de professores(as) de educação física de escolas públicas da rede estadual de educação básica de Fortaleza. A pesquisa colaborativa foi realizada com uma professora e dois professores ao longo de um ano e meio. Resultados: Temos como principal resultado da pesquisa, o engajamento efetivo dos(as) professores(as) com as suas práticas educacionais. Portanto, a responsabilidade com os processos de ensino está associada aos modos de investigação realizados pelos(as) docentes. Conclusão: Consideramos que o envolvimento com projetos e também com grupos de estudos das universidades, tanto durante a graduação quanto na pós-graduação, tornam o trabalho de cada professor(a) diferenciado em termos (auto)formativos. ABSTRACT. School physical education teachers-researchers: idiosyncrasies and support to teacher educa¬tion in Fortaleza’s (Brazil) metropolitan region. Background: We have investigated the characteristics of the educative processes of three teachers and the reasons underpinned by their mobilization as teachers who care about researching. Objective: The objective of our investigation is to understand the idiosyncrasies of these teachers, who investigate their own educational practices in basic education in the area of physical education in the city of Fortaleza and in the metropolitan region. Methods: Our study is based on qualitative research with the collaboration of physical education teachers from public schools of the State basic education network at Fortaleza. The collaborative research was carried out with one female teacher and two male teachers over one year and a half. Results: The main result of the research is the effective engagement of teachers with their educational practices. Therefore, responsibility for teaching processes is associated with the modes of research carried out by the teachers. Conclusion: We consider that the involvement with projects and also within academic groups at universities, both during undergraduate and postgraduate courses, differentiate the work of each teacher in (self) educative terms.

scholarly journals An epidemiological study of menstrual hygiene practices in school going adolescent girls from urban slums of Nalgonda, Telangana

2019 ◽  
Vol 7 (1) ◽  
pp. 196
Author(s):  
Jyothi Veleshala ◽  
Varun M. Malhotra ◽  
Suresh J. Thomas ◽  
Kondagunta Nagaraj
Keyword(s):  
Adolescent Girls ◽  
Educational Status ◽  
Urban Slum ◽  
Age At Menarche ◽  
Female Teacher ◽  
Cross Sectional ◽  
Menstrual Hygiene ◽  
School Girls ◽  
The Mean ◽  
Sanitary Pads

Background: Reproductive health of adolescent girls is crucial as it determines the health of future generations. School girls when experiencing menarche find themselves in a setting without water, toilets or a supportive female teacher to explain the changes happening in their body. Hence, the present study was conducted to assess knowledge and practices about menstruation in adolescent school girls of an urban slum and to find some socio-demographic determinants of menstrual hygiene.Methods: This was a descriptive cross-sectional study conducted among 6th to 10th class school going adolescent girls from an urban slum of Telangana state. A total of 300 girls participated.Results: The mean age of the students was 11.9±3.3 years. The mean age at menarche was 13.09 (95% CI: 12.07–14.11). 25.3% had acquired prior knowledge about attaining menarche. For majority (74.2%) the knowledge was imparted by their mothers. 96.9% of school girls used sanitary pads. Significant association observed between educational status and employment status of mother and usage of sanitary pads by respondent. Almost 90% of the young women faced physical complaints or health problems during menstruation. Majority (94.3%) had religious restrictions on them during the menstruation.Conclusions: Menstrual hygiene is an issue which needs to be addressed to all adolescents, with special emphasis in slum area. Lack of awareness is a roadblock in adopting safe and hygienic menstrual practices. More emphasis should be given on improving adolescent literacy for achieving hygienic menstrual practices.

scholarly journals Professionalism of the Female Teacher at Riau Palm Oil Plantation Sumatera Indonesia

2019 ◽  
Vol 8 (2S9) ◽  
pp. 176-178
Keyword(s):  
Palm Oil ◽  
Technology Development ◽  
Group Discussion ◽  
Child Health Services ◽  
Family Welfare ◽  
Female Teacher ◽  
Female Teachers ◽  
Care Workers ◽  
Additional Task ◽  
The One

This research shows professionalism of the female teachers at palm oil plantation’s school which belongs to Astra Agro Lestari Company 18% of the Astra Agro Lestary company’s employees is female, and some of them work as a teacher. Teacher’s professionalism is considered important to be investigated because by professionalism, teachers can perform their best to serve the need of education for their students. Individually, female teacher holds double tasks as a mother in their family and as a female teacher professionally. Research method of this research is descriptive quantitative with the total of the sample is 48 female teacher. In collecting the data, researcher used questionnaire. The result of the research shows that female teachers in the Astra Agro Lestary company’s palm oil plantation has worked professionally according to their tasks. Focus Group Discussion result and based on the data analysis, the researcher found out that female teacher who hasn’t married yet shows a dynamic behavior on technology development in teaching compares to the one who has married. Female teacher owns a primary task as a teacher and an additional task, helping the company in assisting the society internally and externally. The additional task is training and assisting maternal and child health services workers, introducing the central trash disposal to the society, assisting the community, assisting the day care workers, doing an assistance to the parents about the importance of breast milk feeding, and stimulating the mothers in following the family welfare programme activities.

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