Staff Development and the Process of Changing: A Teacher's Emerging Constructivist Beliefs about Learning and Teaching

2012 ◽  
pp. 243-262
Keyword(s):  
Staff Development ◽  
Learning And Teaching ◽  
Beliefs About Learning ◽  
Constructivist Beliefs

Teaching Across Subject Boundaries in STEM: Continuities in Beliefs about Learning and Teaching

2019 ◽  
Vol 18 (3) ◽  
pp. 463-483 ◽  
Author(s):  
Colleen Vale ◽  
Coral Campbell ◽  
Christopher Speldewinde ◽  
Pennie White
Keyword(s):  
Learning And Teaching ◽  
Beliefs About Learning

scholarly journals Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs

2017 ◽  
Vol 10 (6) ◽  
pp. 36 ◽  
Author(s):  
Zeha Yakar ◽  
Duygu Turgut
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Lesson Study ◽  
Teaching Method ◽  
Student Centered ◽  
Learning And Teaching ◽  
Study Approach ◽  
Preservice Science Teachers ◽  
Teachers Beliefs ◽  
Beliefs About Learning

Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers’ beliefs is important. It is also critical to study teachers’ beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers’ beliefs about learning and teaching have been analyzed. Teachers’ Beliefs Interview (TBI) has been used for determining the development of preservice science teachers’ beliefs about learning and teaching. At the end of the study, it was determined that through microteaching with lesson study approach, preservice science teachers’ beliefs improved in a positive way that their beliefs significantly changed toward more student-centered. The findings from this study support the notion that application micro teaching with lesson study in Science Teaching Method Course has postitive impact on preservice teachers’ beliefs.

scholarly journals The Measurement of Teacher’s Beliefs About Ability: Development of the Beliefs About Learning and Teaching Questionnaire

2018 ◽  
Vol 28 (3) ◽  
Author(s):  
Christine V. Glenn
Keyword(s):  
Students With Disabilities ◽  
Epistemological Beliefs ◽  
Structured Interview ◽  
Statistical Characteristics ◽  
Learning And Teaching ◽  
Roles And Responsibilities ◽  
Teachers Beliefs ◽  
Teacher's Beliefs ◽  
The Relationship ◽  
Beliefs About Learning

The purpose of this article is to present the scale items, the statistical characteristics, and evidence of validity of the previously unpublished Beliefs about Learning and Teaching Questionnaire that examines elementary teachers’ epistemological beliefs and their beliefs about learning and teaching in inclusive classrooms. In this study, 186 teachers completed the questionnaire. Reliability analysis yielded a Cronbach’s alpha of .81. A factor analysis yielded four factors, including teachers’ beliefs about ability and their preferences for teacher-controlled and student-centred instruction. To examine the relationship between teachers’ beliefs about ability and their beliefs about disability and their responsibilities in working with students with disabilities, 36 teachers completed both the revised questionnaire and a semi-structured interview focused on beliefs and practices, the Pathognomonic-Interventionist Interview. The results suggest that teachers have varying beliefs about their roles and responsibilities in working with students with disabilities, and they provide evidence that these beliefs are related to their more widely held epistemological beliefs about ability. These range from a belief that ability is fixed and is unlikely to be influenced by learning and instruction, to a belief that ability is fluid and malleable, that it is increased by learning and therefore is responsive to instruction.

scholarly journals FOCUS on technology-supported learning in further education

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Janice Smith
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Further Education ◽  
Learning Technologies ◽  
Information And Communications Technology ◽  
Learning Technology ◽  
Ict In Education ◽  
Learning And Teaching ◽  
Software Products ◽  
Third Phase

The Dearing Report of 1997 has raised the profile of the use of information and communications technology (ICT) in learning and teaching. This in turn has led to a demand for staff development on the successful incorporation of ICT in education (Smith and Oliver, 2000). In HE, there have been a number of targeted funding initiatives such as the Computers in Teaching Initiative (CTI) and the current third phase of the Teaching and Learning Technology Programme. This latter programme focuses on embedding learning technologies rather than developing software products, leading to generic projects on the implementation of ICT in education. As these projects aim for cross-institutional transferability, there seems no reason why - although carried out in the context of HE - they should not be widened to address the needs of the FE sector.DOI:10.1080/0968776000080309 

Pedagogical Action Research

2013 ◽  
pp. 291-303
Author(s):  
Lin Norton ◽  
Tessa Owens
Keyword(s):  
Action Research ◽  
Staff Development ◽  
Teaching And Learning ◽  
Effective Means ◽  
Policy And Practice ◽  
Learning And Teaching ◽  
Pedagogical Action ◽  
Teaching Community ◽  
Education Today ◽  
The Individual

In this chapter, the authors consider the dominance of the managerial discourse in higher education today related to staff development in learning and teaching, often perceived as a “top down” policy with which individuals are forced to comply (sometimes their successful completion of probation depends on it). Furthermore, there is an implication of a “deficit” approach to externally imposed staff development in learning and teaching where the assumption is that something in the teacher’s practice needs to be improved (Biggs, 1993). Such an approach does not take account of disciplinary and subject alliances; nor does it intrinsically motivate the individual academic, so it is unlikely to engender any real conceptual change. In light of these issues, the authors put forward a case for establishing strong communities of practice in teaching and learning where professional academics themselves can continue to influence policy and practice within their departments, their institutions, and ultimately, across the sector. In so doing, they draw on an example at one UK university of a community of practice in learning and teaching that evolved as a grass roots Pedagogical Action Research (PAR) group in 2001. Pedagogical action research has been proposed as an effective means of encouraging academics to engage with learning and teaching driven by their own need to know (Breslow, Drew, Healey, Matthew, & Norton, 2004; Norton, 2009). The authors conclude by analysing the effect of this initiative on the individual, the institution, and the wider learning and teaching community.

Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective

2020 ◽  
Vol 99 ◽  
pp. 101495 ◽  
Author(s):  
Stella Vosniadou ◽  
Michael J. Lawson ◽  
Mirella Wyra ◽  
Penny Van Deur ◽  
David Jeffries ◽  
...  
Keyword(s):  
Conceptual Change ◽  
Self Regulation ◽  
The Self ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Beliefs About Learning
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