Teachers’ Beliefs About Classroom-Based Assessment

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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Promoting Active Citizenship in Mathematics and Science Teaching

International Journal of Science and Mathematics Education ◽

10.1007/s10763-021-10182-1 ◽

2021 ◽

Author(s):

Katja Maass ◽

Stefan Sorge ◽

Marta Romero-Ariza ◽

Alice Hesse ◽

Oliver Straser

Keyword(s):

Science Teachers ◽

Citizenship Education ◽

Self Efficacy ◽

Teaching Practice ◽

Real Life ◽

Efficacy Beliefs ◽

Life Problems ◽

Mathematics And Science Teachers ◽

Connected Mathematics ◽

Mathematics And Science

AbstractThe world is facing severe global challenges such as climate change, food security, rising migration, social justice, or the current corona crisis. In these times, citizenship education seems more important than ever. How can this citizenship education relate to mathematics and science learning? The research project MaSDiV (Supporting mathematics and science teachers in addressing diversity and promoting fundamental values) connected mathematics and science with citizenship education by modeling real-life problems relevant to society. In this paper, we present the foundational design features of the PD course as well the results from the accompanying evaluation of this PD course, which was implemented by partners in six countries to support teachers in connecting mathematics and science education with citizenship education. More specifically, we investigate how participating teachers experienced the PD program; how their self-efficacy beliefs, learning-related beliefs, as well as teaching practices change; and which factors contributed to that change. In order to investigate the outcome of the PD program, we surveyed N = 311 mathematics and science teachers’ pre- and post-participation of the PD in six different European countries. Among others, our results show that in general, most participating teachers reported a high overall satisfaction with the course across all six participating countries. They also indicate that teachers’ self-efficacy beliefs about using relevant contexts, their learning-related beliefs about the benefits of using contexts, as well as their own teaching practice changed significantly after participating in the MaSDiV PD course.

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Prospective teachers’ beliefs and self-efficacy beliefs about inquiry-based teaching approach in mathematics

Advances in Higher Education ◽

10.18686/ahe.v2i2.1132 ◽

2018 ◽

Vol 2 (2) ◽

Author(s):

Areti Chr Panaoura

Keyword(s):

Prospective Teachers ◽

Time Allocation ◽

Self Efficacy ◽

History Of Mathematics ◽

Real Life ◽

Efficacy Beliefs ◽

Teaching Approach ◽

Mathematical Concepts ◽

Teachers Beliefs ◽

History Of

<p align="justify">The present study focuses on the investigation of prospective teachers’ beliefs and self-efficacy beliefs about the use of the inquiry-based teaching approach in mathematics education during their studies, before and after fieldwork. The aim of the two courses they attended during their studies in a pedagogical department emphasized the understanding of the human involvement on the development of the mathematical concepts through the history of mathematics and the role of investigation and exploration at the teaching of mathematics, as a part of the inquiry-based approach. At the final year of their studies, during the fieldwork they were expected to implement the acquired knowledge about innovative processes in real life classroom situations. The study which conducted with the participation of 73 prospective teachers is divided into three main phases: a) examining their beliefs and self-efficacy beliefs after attending a course about Basic Mathematical Concepts based on the History of Mathematics, b) examining their beliefs and their self-efficacy beliefs after attending a course about the Methodology of Teaching Mathematics in primary education and c) examining the difficulties they face during their first teaching experiences in real life school situations during the last year of their studies. Results indicated that participants seemed to believe in the value of inquiry-based approach and they had high self-efficacy beliefs about using explorations and investigations which were presented at the textbooks; however they had low self-efficacy beliefs about constructing mathematical investigations and explorations by themselves and overcoming teaching difficulties which were related with children’s misunderstandings and time allocation management, during the fieldwork experience. </p>

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The Change in ELT Pre-service Teachers’ Cognition During Teaching Practicum

Journal of Education and Training Studies ◽

10.11114/jets.v7i10.4425 ◽

2019 ◽

Vol 7 (10) ◽

pp. 58

Author(s):

İlknur Yüksel ◽

Banu Çiçek Başaran

Keyword(s):

Language Learners ◽

Teaching Practice ◽

Real Life ◽

Language Teachers ◽

Classroom Dynamics ◽

Teaching Practicum ◽

Qualitative Research Design ◽

Teachers Beliefs ◽

Before And After ◽

Life Context

The aim of this study was to examine the change of ELT pre-service teachers’ cognition during teaching practicum uncovering their beliefs regarding language teaching, being a teacher and dynamics of practicum. To adopt a comprehensive perspective on how the participants’ cognition evolved as a result of practicum, qualitative research design with open-ended surveys before and after the practicum process was conducted with ELT pre-service teachers. The findings were evaluated and discussed in terms of a certain framework with change categories of Cabaroglu and Roberts (2000). The results indicated that the practicum is apt to change the pre-service teachers’ beliefs through awareness, elaboration, addition, re-ordering and reversal as a result of practicum. As the results suggest the practicum provides a real-life context for the pre-service teachers, they could adopt their grounded beliefs, which were acquired as language learners, and transform them into language teachers’ beliefs. As the participants stated the mentor, supervisor and classroom dynamics enabled such transformation, mostly in positive route. However, there are some stable beliefs that did not change during the practicum. The participants kept some functioning beliefs for their teaching practice. The results implied the complexities of the practicum process on the pre-service teachers’ cognition.

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You’ve got to crack a few eggs to make an omelette. Linguistic complexity and instruction in SLA

Instructed Second Language Acquisition ◽

10.1558/isla.39398 ◽

2019 ◽

Vol 3 (2) ◽

Author(s):

Rick De Graaff

Keyword(s):

Second Language Acquisition ◽

Language Learning ◽

Language Use ◽

Teaching Practice ◽

Task Complexity ◽

Language Performance ◽

Linguistic Complexity ◽

Language Pedagogy ◽

Instructed Second Language Acquisition ◽

The One

In this epilogue, I take a teaching practice and teacher education perspective on complexity in Instructed Second Language Acquisition. I take the stance that it is essential to understand if and how linguistic complexity relates to learning challenges, what the implications are for language pedagogy, and how this challenges the role of the teacher. Research shows that differences in task complexity may lead to differences in linguistic complexity in language learners’ speech or writing. Different tasks (e.g. descriptive vs narrative) and different modes (oral vs written) may lead to different types and levels of complexity in language use. On the one hand, this is a challenge for language assessment, as complexity in language performance may be affected by task characteristics. On the other hand, it is an opportunity for language teaching: using a diversity of tasks, modes and text types may evoke and stretch lexically and syntactically complex language use. I maintain that it is essential for teachers to understand that it is at least as important to aim for development in complexity as it is to aim for development in accuracy. Namely, that ‘errors’ in language learning are part of the deal: complex tasks lead to complex language use, including lexical and syntactical errors, but they are a necessary prerequisite for language development.

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Korean Elementary Teachers’ Beliefs in Constructivist Science Teaching Practice

The Institute for Education and Research Gyeongin National University of Education ◽

10.25020/joe.2018.1.1.51 ◽

2018 ◽

Vol 1 (1) ◽

pp. 51-60

Author(s):

Myeong-Kyeong Shin

Keyword(s):

Elementary Teachers ◽

Science Teaching ◽

Teaching Practice ◽

Teachers Beliefs

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FAC-Net: Feedback Attention Network Based on Context Encoder Network for Skin Lesion Segmentation

Sensors ◽

10.3390/s21155172 ◽

2021 ◽

Vol 21 (15) ◽

pp. 5172

Author(s):

Yuying Dong ◽

Liejun Wang ◽

Shuli Cheng ◽

Yongming Li

Keyword(s):

Skin Lesion ◽

Real Life ◽

Good Deal ◽

Experimental Tests ◽

Skin Lesions ◽

Lesion Segmentation ◽

Attention Network ◽

Effective Feedback ◽

Public Datasets ◽

Learning Architectures

Considerable research and surveys indicate that skin lesions are an early symptom of skin cancer. Segmentation of skin lesions is still a hot research topic. Dermatological datasets in skin lesion segmentation tasks generated a large number of parameters when data augmented, limiting the application of smart assisted medicine in real life. Hence, this paper proposes an effective feedback attention network (FAC-Net). The network is equipped with the feedback fusion block (FFB) and the attention mechanism block (AMB), through the combination of these two modules, we can obtain richer and more specific feature mapping without data enhancement. Numerous experimental tests were given by us on public datasets (ISIC2018, ISBI2017, ISBI2016), and a good deal of metrics like the Jaccard index (JA) and Dice coefficient (DC) were used to evaluate the results of segmentation. On the ISIC2018 dataset, we obtained results for DC equal to 91.19% and JA equal to 83.99%, compared with the based network. The results of these two main metrics were improved by more than 1%. In addition, the metrics were also improved in the other two datasets. It can be demonstrated through experiments that without any enhancements of the datasets, our lightweight model can achieve better segmentation performance than most deep learning architectures.

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Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

Global Advances in Health and Medicine ◽

10.1177/2164956121998340 ◽

2021 ◽

Vol 10 ◽

pp. 216495612199834

Author(s):

GM Griffith ◽

RS Crane ◽

R Baer ◽

E Fernandez ◽

F Giommi ◽

...

Keyword(s):

Teacher Training ◽

Teaching Practice ◽

Assessment Tool ◽

Assessment Criteria ◽

Optimal Conditions ◽

Intervention Delivery ◽

Effective Feedback ◽

Teaching Assessment ◽

Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

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