scholarly journals Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience.

2016 ◽  
Author(s):  
Sibo Kanobana ◽  
Bart Deygers
Keyword(s):  
Teacher Training ◽  
Prospective Teachers ◽  
Qualitative Case Study ◽  
Teaching Experience ◽  
Training Programme ◽  
Teaching Beliefs ◽  
Beliefs And Practices ◽  
Experimental Teaching ◽  
Teachers Beliefs

Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dogan Yuksel ◽  
Adem Soruç ◽  
Jim McKinley
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Educational Background ◽  
Beliefs And Practices ◽  
Special Training ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
The Impact ◽  
The Relationship

Abstract This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teachers’ beliefs were gathered by a task about OCF. The results showed that teachers’ beliefs and practices were consistent on the aspects of perceived effectiveness, grammatical errors, implicit and explicit feedback. However, their beliefs and practices were inconsistent regarding lexical, phonological errors, and timing of OCF. The results also revealed that of the three individual differences, teaching experience most impacted the consistency between beliefs and practices, thus showing the greater role of teaching experience over special training and educational background on the consistency between beliefs and practices about OCF.

Development and optimisation of an in-service teacher training programme on motivational assessment in physical education

2016 ◽  
Vol 23 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Menno Slingerland ◽  
Lars Borghouts ◽  
Liesbeth Jans ◽  
Gwen Weeldenburg ◽  
Gertjan van Dokkum ◽  
...  
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Success Factors ◽  
Basic Needs ◽  
Teaching Experience ◽  
Training Programme ◽  
Assessment Practices ◽  
Implementation Barriers ◽  
Theoretical Concepts ◽  
Service Training

Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contemporary theories on assessment and motivation, and aimed at improving PE teachers’ expertise on motivational assessment practices. In close collaboration with PE teachers and other experts in the field an in-service teacher training programme was developed that covered important topics such as quality assessment, motivation and assessment for learning. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. The in-service training programme was then provided on-site three times to a total of 33 PE teachers (of whom 20 were male (60%) and 12 were female (40%), teaching experience 3–32 years) representing different PE departments. Through an iterative cycle of development, provision, evaluation and adjustment the programme was gradually optimised. Focus group sessions and questionnaires were employed to evaluate various aspects, and identify barriers and success factors. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.

scholarly journals Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras

2021 ◽  
Author(s):  
◽  
Maria Auxiliadora Cerrato Corrales
Keyword(s):  
New Zealand ◽  
Teaching Practice ◽  
Study Data ◽  
Leadership Role ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Capital Cities ◽  
Beliefs And Practices ◽  
Teachers Beliefs

<p>The main purpose of this comparative study was to explore how teachers of four to five year old children in New Zealand and Honduras translate their beliefs regarding children’s leadership into practice. This study has the potential to increase our understanding of beliefs and practices that will assist teachers in supporting children’s leadership. The study used a comparative case-study design in order to look at similarities and differences between the two cases, focusing on two early childhood centres from low socio-economic areas in the capital cities of each country. Two teachers from each centre were asked to be participants in the study. Data was gathered through semi-structured interviews, participant observations, and documentation. The findings suggest that both New Zealand and Honduran teachers translate their beliefs regarding children’s leadership into practice. However, the findings showed significant differences between New Zealand teachers’ child-directed and Honduran teachers’ teacher-directed beliefs and practices. The teachers in the New Zealand settings encourage leadership by empowering the children to deliberately take a leadership role, while the teachers in the Honduran settings encourage leadership by allocating opportunities for the children to take a leadership role. In addition, the teachers in New Zealand highlighted their belief and practice concerning children sharing leadership, while the concept of sharing leadership was not emphasized by the Honduran teachers. This study suggests the importance of teachers reflecting on their beliefs regarding children’s leadership and how these guide their teaching practice in order to support children’s leadership.</p>

scholarly journals Vocational High School Teachers' Beliefs on Teaching Speaking Skills in English as a Foreign Language

2020 ◽  
Vol 20 (3) ◽  
pp. 335-346
Author(s):  
Khairunnisa Khairunnisa ◽  
Dadang Sudana ◽  
Rojab Siti Rodliyah
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Teaching Strategy ◽  
Vocational High School ◽  
School Teachers ◽  
Beliefs And Practices ◽  
Study Results ◽  
Teachers Beliefs ◽  
English Speaking

Before improving and developing the best method for teaching speaking in vocational schools, teachers' beliefs and beliefs should be unpacked to know how far the understanding of them. This article presents a case study that examined vocational school teachers' beliefs and practices to do teach as a foreign language, especially speaking comprehension. Based on the case study, four teachers were asked to fill the questionnaire to get the information about their beliefs; forty students were confirming the practices of those beliefs in the classroom through questionnaires. Findings unfolded English teachers' views related to their roles, the students' positions, the effective English speaking teaching, the language used in the classroom, and the goals of teaching speaking. Based on the students' statement, the convergence of educators' beliefs to practices arrived at half of the teachers. The study results give teachers implications for constructing valid thoughts and provides an overview for stakeholders to decide an efficient teaching strategy.

scholarly journals The Influence of Previous Biology Lessons on Prospective Teachers’ Beliefs About Learning Biology

2021 ◽  
Vol 6 ◽  
Author(s):  
Fabian Schumacher ◽  
Melanie Basten ◽  
Jörg Großschedl ◽  
Moritz Klatthaar ◽  
Matthias Wilde
Keyword(s):  
Teacher Training ◽  
Student Learning ◽  
Prospective Teachers ◽  
Learning Processes ◽  
Future Research ◽  
Biology Teachers ◽  
Teaching Competence ◽  
Teachers Beliefs ◽  
Professional Teaching ◽  
Beliefs About Learning

Professional teaching competence is significantly influenced by beliefs about learning. Prospective teachers start their teacher training at university with quite persistent beliefs about learning processes. Beliefs about learning can be differentiated into two perspectives: beliefs about student learning and beliefs about one’s own learning. Theoretical considerations suggest that the latter influence beliefs about student learning and both perspectives are influenced by the way in which prospective teachers experienced their own lessons as pupils at school. We investigated how prospective biology teachers remembered their own biology lessons and how these experiences influenced their beliefs about learning regarding both perspectives. The sample consisted of 164 prospective biology teachers (Mage = 21.58 years, SDage = 2.5, 66.02% female) in Germany. Results of a simple mediation model indicate that previous experiences in biology lessons had an impact on both perspectives. Moreover, we found that the influence that previous lessons had on the beliefs about student learning was fully mediated by one’s beliefs about own learning processes. This suggests that experiences from one’s own schooling have an impact on how teachers view learning of their students. As implications for teacher training and future research, our findings suggest that both perspectives of beliefs need to be further taken into account and that an explicit focus on beliefs about teachers’ own learning is needed.

Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong

2020 ◽  
pp. 136216882093344 ◽  
Author(s):  
Anisa Cheung ◽  
Mairin Hennebry-Leung
Keyword(s):  
Contextual Factors ◽  
Teacher Cognition ◽  
Literary Texts ◽  
Esl Teachers ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Teacher's Beliefs ◽  
Academic Year

Although much has been written about the relationship between teachers’ beliefs and practices, research examining the role of emotions in the realm of teacher cognition remains limited. This article presents a case study investigating one English as a second language (ESL) teacher’s beliefs and practices about teaching literary texts, drawing on Zembylas’ three levels of teacher emotions (2002, 2005), i.e. intrapersonal, interpersonal and intergroup, as the conceptual framework. The ESL teacher’s beliefs and practices were investigated via open-ended interviews and lesson observations that explored her perceptions of teaching literary texts throughout one academic year. The findings point to the complexity of teacher practices which may converge or diverge with their beliefs. Various contextual factors were found to contribute to this complexity. The results highlight the need to situate the emotions of teachers beyond contextual factors and consider the dynamic nature of teacher cognition. The practical value of the study lies in its extension of the role of emotions in mediating teacher cognition.

Teacher's Ontological and Epistemological Beliefs

2020 ◽  
pp. 135-163
Author(s):  
Mary Kelly
Keyword(s):  
Epistemological Beliefs ◽  
International Baccalaureate ◽  
English Literature ◽  
Experienced Teachers ◽  
Approaches To Teaching ◽  
Beliefs And Practices ◽  
Middle Years Program ◽  
Interpretive Paradigm ◽  
Teachers Beliefs

This chapter involves a discussion of a case study to explore teachers' beliefs on the nature of reality (ontology) and knowledge (epistemology) within an International Baccalaureate Middle Years Program at the International School of Amsterdam. The study is positioned within the constructivist-interpretive paradigm and allows for the emergence of a holistic and contextualized understanding of teachers' beliefs and practices. The chapter includes reflection on the author's ontology and epistemology and its impact on the research undertaking. The study is an attempt to understand whether teachers' beliefs impact their approaches to teaching within this inquiry-based environment. Comprehensive teacher profiles were generated for three participants, all experienced teachers, who teach Science, English Literature, and Spanish. The findings indicate that the participants' approaches to teaching resonate strongly with their ontological and epistemological beliefs. The chapter also includes consideration of the role that scholarship played in the generation of the teacher profiles.

Sign in / Sign up

Export Citation Format

Share Document