scholarly journals The Effects of Motivation and Constructivist Teaching Beliefs on the Parent-teacher Partnerships Among Preservice Teachers

2012 ◽  
Vol 29 (4) ◽  
pp. 637-663
Author(s):  
김현진 ◽  
이수정
Keyword(s):  
Preservice Teachers ◽  
Constructivist Teaching ◽  
Teaching Beliefs

scholarly journals How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?

SAGE Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 215824401988512 ◽  
Author(s):  
Mustafa Cansiz ◽  
Nurcan Cansiz
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Preservice Elementary Teachers ◽  
Constructivist Teaching ◽  
Teaching Beliefs ◽  
State University ◽  
Mastery Experience ◽  
Traditional Approaches

Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.

Constructivist Teaching Beliefs Scale

2010 ◽  
Author(s):  
Guoyuan Sang ◽  
Martin Valcke ◽  
Johan van Braak ◽  
Jo Tondeur
Keyword(s):  
Constructivist Teaching ◽  
Teaching Beliefs

scholarly journals Effects of Emotion on Teaching-Related Beliefs, Attitudes, and Intentions of Preservice Teachers

2019 ◽  
Vol 19 (2) ◽  
pp. 161-183 ◽  
Author(s):  
Frank Egloff ◽  
Elmar Souvignier
Keyword(s):  
Preservice Teachers ◽  
Emotional Arousal ◽  
Emotional Valence ◽  
Emotional Reaction ◽  
Emotional Reactions ◽  
Teaching Beliefs ◽  
Future Behavior ◽  
Before And After ◽  
Video Group ◽  
Video Format

Affecting preservice teachers' pedagogical intentions and future behavior is a challenging goal of teacher education. It may be accomplished by purposefully changing their beliefs. The aim of this study was to investigate whether lesson videos, compared to an argumentation-based video format, can evoke stronger and more positive emotional reactions and whether these reactions in turn result in higher changes in beliefs, attitudes, and intentions. We measured student-oriented teaching beliefs, attitudes, and intentions of N = 129 preservice teachers before and after the intervention. As a treatment check, we also quantified their emotional reaction (arousal and valence) to the intervention. Results of indirect effect models revealed that watching lesson videos led to higher emotional arousal and, overall, higher emotional arousal was related to more positive change in beliefs. However, change rates of teaching beliefs, attitudes, and intentions were the same for the lesson video and the expert talk video group. Emotional valence had no effect on change of beliefs, attitudes, or intentions. This study adds empirical evidence to theoretical claims concerning the effects of emotions on changing teaching-related beliefs.

Teachers' multicultural sensitivity predicts developmentally appropriate beliefs and practices in the classroom

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chi Hung Leung
Keyword(s):  
Preservice Teachers ◽  
Multicultural Education ◽  
Conceptual Model ◽  
Developmentally Appropriate ◽  
Teaching Beliefs ◽  
Content Type ◽  
Beliefs And Practices ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Appropriate Practices

PurposeIn the current study, the author tests a conceptual model in which teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) are associated with developmentally appropriate practices (DAPs), developmentally appropriate (DABs), developmentally inappropriate beliefs and developmentally inappropriate practices (DIPs) in the classroom.Design/methodology/approachParticipants were 347 preschool teachers from 12 preschools including 342 women ( 98.6%) and five men (1.4%) aged 24–45 years located across all five districts of Hong Kong. The hypothesized model of multicultural teaching competency as a predictor of DABs and DAPs is confirmed in the present study.FindingsMulticultural teaching knowledge can enhance developmentally appropriate teaching beliefs and practices and reduce DIPs. It is highly recommended that multicultural education can be embedded in early childhood education (ECE) programs for both in-service and preservice teachers.Originality/valueA new conceptual model of teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) associated with DABs, developmentally inappropriate beliefs and DAPs in the classroom was firstly examined.

scholarly journals From Constructivism to Contemplative Art Journaling: A Case Study of a Course Evolution

10.33496/006 ◽  
2019 ◽  
pp. 66-78
Keyword(s):  
Preservice Teachers ◽  
Qualitative Analysis ◽  
Teaching Method ◽  
Added Value ◽  
Constructivist Teaching ◽  
Undergraduate Program ◽  
Pedagogical Strategy ◽  
Introductory Course

This paper presents a qualitative analysis of the added value that art journaling has for preservice teachers. Art journaling is a contemplative-pedagogical strategy we used while teaching “Assimilating Arts into Teaching,” an introductory course in an undergraduate program that trains preservice teachers. In this case study we describe the course’s initial constructivist teaching ideology and its merits and limitations. We then present contemplative theory and practices, with an emphasis on art journaling as the contemplative method we chose to use in this course. We present selected art journals created by our students, analyze them, and convey students’ evaluations of this teaching method. Finally, we discuss advantages of art journaling as a teaching method for training preservice teachers.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Sign in / Sign up

Export Citation Format

Share Document