Determining the Level of Predicting Teachers' Competitive Attitudes by Educational Beliefs

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.

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Measuring and exploring the structure of teachers’ educational beliefs

Studies In Educational Evaluation ◽

10.1016/j.stueduc.2021.101018 ◽

2021 ◽

Vol 70 ◽

pp. 101018

Author(s):

Jasja Valckx ◽

Ruben Vanderlinde ◽

Geert Devos

Keyword(s):

Educational Beliefs

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

Research in Learning Technology ◽

10.3402/rlt.v23.26155 ◽

2015 ◽

Vol 23 ◽

Cited By ~ 5

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

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The Influence of Educational Beliefs in a Developmentally Appropriate Practice to Mathematics Pedagogical Content Knowledge of Early Childhood Teachers: Focusing on the Mediating Effects of Curriculum Implementation

Korean Journal of Child Studies ◽

10.5723/kjcs.2018.39.2.1 ◽

2018 ◽

Vol 39 (2) ◽

pp. 1-13

Author(s):

Sunyoung Yang ◽

Jihyun Kim

Keyword(s):

Early Childhood ◽

Content Knowledge ◽

Curriculum Implementation ◽

Early Childhood Teachers ◽

Developmentally Appropriate ◽

Developmentally Appropriate Practice ◽

Educational Beliefs ◽

Mediating Effects ◽

Pedagogical Content ◽

Mathematics Pedagogical Content Knowledge

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Curriculum Development in Technology-Enhanced Environments

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch073 ◽

2011 ◽

pp. 492-504

Author(s):

Mike Keppell ◽

Eliza Au ◽

Ada Ma ◽

Christine Chan

Keyword(s):

Action Research ◽

Teaching And Learning ◽

Teacher Educators ◽

Implicit Theories ◽

Assessment Practices ◽

Educational Beliefs ◽

Attitudes And Beliefs ◽

Action Research Project ◽

Teaching Learning ◽

Insight Into

As teacher-educators, we are acutely aware of our responsibilities in nurturing the knowledge, attitudes, and beliefs of pre-service teachers. As part of our interest in improving our teaching, learning, and assessment practices, we have been participating in an action-research project on technology-enhanced assessment over the last 12 months. Throughout this collaboration, we have become aware of our assessment practices and have been delighted that this has also resulted in a questioning of our current learning design for our modules and further clarity in our own thinking about why we teach the way that we do. The process of action-research has forced us to examine our educational beliefs and how these motivate our teaching and learning. This article focuses on why as teacher-educators it is our obligation to articulate our theories of teaching and learning. It is essential that we articulate these often-implicit theories not only as a means of engaging in dialogue with other teacher-educators, but also as a means of engaging in dialogue with our own students who are pre-service teachers. This cascading waterfall of dialogue and explicitness may allow pre-service teachers to gain insight into the decisions we make as teacher-educators and the rationale we use in our teaching. This obligation has important ramifications for the education of children in the Hong Kong setting, as pre-service teachers may see these explicit rationales as a guide to their own teaching within the early childhood, primary, and secondary settings.

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Lesson study and teachers’ beliefs

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-11-2018-0091 ◽

2019 ◽

Vol 8 (1) ◽

pp. 19-33 ◽

Cited By ~ 4

Author(s):

Edgar Mayrhofer

Keyword(s):

Lesson Study ◽

Classroom Practice ◽

Good Practice ◽

Theoretical Perspective ◽

Educational Beliefs ◽

Negative Effects ◽

Content Type ◽

Teacher Students ◽

Theoretical Paper ◽

New Perspective

Purpose The purpose of this paper is to show, from a theoretical perspective, how lesson study (LS) can initiate processes that have an effect on most fundamental teachers’ (and teacher–students’) personal beliefs which are the basis of a teacher’ interactions. On the basis of research referring to educational beliefs and good practice, the paper’s approach is to bring underlying beliefs into relation to Pierre Bourdieu’s sociocultural concept of the habitus. Awareness of these unconscious fundamentals is a requirement for improvement. Developing a professional habitus will allow inappropriate beliefs to be changed by informed knowledge. LS can support that. Design/methodology/approach This is a theoretical paper aiming at illustrating the potential of LS to initiate learning and reflection among teachers, and challenge and ultimately affect deep ranging beliefs. Guided by the idea that beliefs are not only a random collection acquired in a biography, the paper applies the Bourdieuian idea of habitus and field, suggesting habitus as the origin and source of beliefs and, therefore, ultimately of classroom practice. The paper defines LS as a tool in teacher education that has the potential to make teachers change inappropriate concepts by reflecting on their habitus and develop a more professional habitus. Findings Research agrees that teachers’ decisions and actions are strongly rooted in their unconscious beliefs, which have accumulated during their biographies, especially during their own school days whereas informed knowledge is neglected. The Bourdieuian theory of habitus is a heuristic concept that provides an integrative social perspective on beliefs as both a part and a result of a teacher’s habitus. Reflection on practice and teacher cooperation is essential for teacher learning. LS is an ideal setting providing these essentials, and the paper finds that the negative effects of habitus-rooted unconscious beliefs and practices can be affected by developing awareness through LS. Originality/value This paper aims at bringing together Bourdieu’s sociocultural theory of habitus and field, and LS. Inappropriate beliefs guiding practice can hinder informed knowledge on education to be integrated. An analysis of the habitus as the foundation of beliefs can create awareness of the effects resulting from biographical and social sources in both pre- and in-service teacher training. Rather than changing single beliefs, developing a professional habitus allows to integrate informed knowledge and affect a lasting change. The Bourdieuian approach opens up a new perspective of the capacity of LS and makes a relevant contribution in developing a professional habitus.

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