Korean Elementary Teachers’ Beliefs in Constructivist Science Teaching Practice

2018 ◽  
Vol 1 (1) ◽  
pp. 51-60
Author(s):  
Myeong-Kyeong Shin
Keyword(s):  
Elementary Teachers ◽  
Science Teaching ◽  
Teaching Practice ◽  
Teachers Beliefs

Student teachers’ beliefs about mentoring and learning to teach during teaching practice

2001 ◽  
Vol 71 (1) ◽  
pp. 57-80 ◽  
Author(s):  
Anneke Zanting ◽  
Nico Verloop ◽  
Jan D. Vermunt
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Learning To Teach ◽  
Teachers Beliefs

scholarly journals Teachers’ Beliefs About Classroom-Based Assessment

2020 ◽  
Vol 2019 (1) ◽  
pp. 547
Author(s):  
Adam Murray
Keyword(s):  
Self Efficacy ◽  
Language Use ◽  
Teaching Practice ◽  
Real Life ◽  
Effective Feedback ◽  
Early Stages ◽  
Language Tests ◽  
Teachers Beliefs ◽  
Belief Statements

In this paper, we report on the early stages of the development of the Classroom-Based Assessment Self-Efficacy Scale (CBA-SES), an instrument designed to examine how Japanese Teachers of English (JTEs) feel about classroom-based assessment. The questionnaire (31 items) consists of three sections: (a) teachers’ beliefs, (b) teachers’ self-efficacy, and (c) their own teaching practice. We pilot tested this instrument with 30 JTEs in order to assess its appropriateness and to get a better understanding of the tendencies and characteristics of JTEs. We found that the belief statements are suitable, but revision along with additional statements will be needed for self-efficacy and practice for the next version of the instrument. The participants believed language tests should resemble real-life language use. Notably, they were able to make such tests and were doing so in their teaching contexts. They also felt that effective feedback and the use of clear learning targets were important. 教室内評価の重要性が増しつつある中、日本人英語教師がそのような評価に対してどのように感じ、また実践しているのかを探るため、本研究では教師の自己評価を測る実験的な質問紙を作成し、現役の英語教師に回答を依頼した。質問紙は、信条（Belief）、自己効力感（Self-efficacy）、実践（Practice）の３セクションから成り、それぞれ、「評価はこうあるべき」、「このような評価を行うことができる」、「このような評価を実際に行っている」という側面の自己評価を測定した。その結果、信条に関する項目は適切であったが、自己効力感と実践に関するものについては次の本格的な実施に向けて修正や追加が必要であることが判明した。殆どの回答者が現実の言語使用を反映したテストの作成が重要と考え実践しようとしていること、また、明確な指導目標の設定と効果的なフィードバックの重要性を感じていることは注目すべきであった。

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