scholarly journals PRE-SERVICE CLASSROOM TEACHERS' SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND ATTITUDES TOWARD SCIENCE

2018 ◽  
Author(s):  
Bernard Beaudreau
Keyword(s):  
Epistemological Beliefs ◽  
Attitudes Toward Science ◽  
Classroom Teachers ◽  
Beliefs And Attitudes

scholarly journals Pre-service Primary School Teachers’ Scientific Epistemological Beliefs and Attitudes toward Science: Is there a Relationship?

2019 ◽  
Vol 9 (6) ◽  
pp. 83
Author(s):  
Şule Bayraktar
Keyword(s):  
Primary School ◽  
Epistemological Beliefs ◽  
Attitudes Toward Science ◽  
Primary Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Teacher Education ◽  
Beliefs And Attitudes ◽  
Positive Significant Correlation ◽  
Analyze Data

The purpose of this study was to examine pre-service primary school teachers’ scientific epistemological beliefs and attitudes toward science. The study also investigated whether there was a relationship between epistemological beliefs and attitudes toward science. Sample of the study consisted of 90 students pursuing their third year in primary teacher education at Giresun University, which is located in northeastern part of Turkey. Data for the study were collected through the use of the Scientific Epistemological Beliefs Scale and the Attitudes toward Science Scale. Means, t-test, and correlation analysis were used to analyze data. Findings showed that these pre-service primary school teachers’ scientific epistemological beliefs differentiated for the dimensions of the scale from relatively naive to sophisticated beliefs. There were no significant differences between male and female pre-service teachers in terms of scientific epistemological beliefs and attitudes toward science. Results also showed a positive significant correlation between the scientific epistemological beliefs and attitudes toward science.

scholarly journals The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

2017 ◽  
Vol 5 (9) ◽  
pp. 27 ◽  
Author(s):  
Alper Yorulmaz ◽  
Süleyman Can ◽  
Halil Çokçalişkan
Keyword(s):  
Normal Distribution ◽  
Epistemological Beliefs ◽  
Personal Information ◽  
Classroom Teacher ◽  
Subject Area ◽  
Classroom Teachers ◽  
Grade Point ◽  
Instructional Competencies ◽  
The Relationship ◽  
The Universe

The purpose of the current study is to determine the relationship between the pre-service classroom teachers’ epistemological beliefs and techno pedagogical subject-area competencies. While the universe of the study is comprised of a total of 187 senior pre-service teachers attending the Department of Classroom Teacher Education in Mugla Sıtkı Kocman University in 2014-2015 academic year, the sampling consists of 141 pre-service teachers selected through the random sampling method from among the universe. The reason for selecting the senior students for the universe of the study was that they had already taken the subject-area, pedagogical and general culture courses. In the collection of the research data, The Techno Pedagogical Competency Scale and Epistemological Belief Scale and a personal information form were used. The data were analyzed by using IBM SPSS 21.0 program package. During the analysis process, first it was tested whether the data display a normal distribution and after it was determined that the data show a normal distribution, from among the descriptive statistics, t-test and one-way ANOVA were used to reveal the differences and Pearson-product Moment Correlation Coefficient analysis was used to elicit the correlations. The analyses revealed that the pre-service classroom teachers’ level of techno pedagogical competencies is high and their level of epistemological beliefs is medium. Gender and academic grade point average were found to be not leading to significant differences in their techno pedagogical subject-area competencies. Moreover, a negative and significant correlation was found between the pre-service classroom teachers’ techno pedagogical subject-area competencies and epistemological beliefs.

scholarly journals Teachers' Perceptions of Collaboration and Partnership regarding Children with Special Educational Needs in a Mexican Bilingual Elementary School

2012 ◽  
Vol 2 (1) ◽  
pp. 70-75
Author(s):  
Martha Armida Fabela-Cárdenas ◽  
Laura Robles-Treviño
Keyword(s):  
Q Methodology ◽  
Educational Needs ◽  
Social Constructionist ◽  
Classroom Teachers ◽  
Special Educational Needs ◽  
Public And Private ◽  
Teachers Perceptions ◽  
The World ◽  
Teachers Attitudes ◽  
Beliefs And Attitudes

Mexico, like many other countries in the world, has subscribed to a UNESCO policy for the inclusion of children with special educational needs in mainstream education. Thus, at least since 1994, public and private mainstream schools have included children with special educational needs. In this study, the authors intend to explore the issues in the Mexican context in order to identify teachers' attitudes, perceptions and concerns about their practice, their preparation and their skills to help children with special educational needs in their classrooms. Among the dimensions the authors are trying to investigate are those opinions and experiences expressed by classroom teachers in relation to the collaboration and support they receive from all the stakeholders in the process of educating children with special needs. The study uses the techniques and procedures of Q methodology since it is seen as a method that is particularly compatible with a social-constructionist research paradigm which allows the participants to express their own opinions and to produce an individual configuration of their own beliefs and attitudes.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

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