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this article is to present the scale items, the statistical characteristics, and evidence of validity of the previously unpublished Beliefs about Learning and Teaching Questionnaire that examines elementary teachers’ epistemological beliefs and their beliefs about learning and teaching in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 Pre-service Teachers' Beliefs: Impact of Training in Universal Design for Learning

2018 ◽  
Vol 28 (3) ◽  
Author(s):  
Christopher S. Lanterman ◽  
Karen Applequist
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Epistemological Beliefs ◽  
Universal Design ◽  
Positive Impact ◽  
Universal Design For Learning ◽  
Teachers Beliefs ◽  
General Education Classroom ◽  
Design For Learning ◽  
Beliefs About Learning

Seventy-seven pre-service teachers enrolled in an introductory special education course completed a questionnaire on their beliefs about learning, teaching, and disability, before and after completing one of two randomly assigned training modules on Universal Design for Learning (UDL). Module A presented UDL as a strategy for meeting the specific needs of students with disabilities in a general education setting. Module B presented UDL as a framework to support all learners in the general education classroom through the creation of communities of learners. The Beliefs About Learning, Teaching, and Disability Questionnaire (BLTDQ) was administered with five subscales rated on a 6-point Likert-type scale that measure pre-service teachers’ beliefs about learning and teaching, as representative of their epistemological beliefs, beliefs about disability (from pathognomonic to interventionist) and the role of the teacher in the general education classroom. Analyses of these results suggest that a significant change toward interventionist beliefs about learning, teaching, and disability occurred for participants who completed either module on UDL. Additionally, a small to moderate, positive relationship was identified between pre-service teachers’ beliefs about disability and their epistemological beliefs, with the strength of this relationship increasing following their training in UDL. These findings suggest that training in UDL can have a powerful and positive impact on pre-service teachers’ interventionist epistemological beliefs and beliefs about disability. Shifts toward interventionist beliefs are more likely to result in teaching practices that are more supportive of students with disabilities in general education classrooms. Implications for teacher preparation and study limitations are also discussed.

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.

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

scholarly journals Exploring Teachers’ Beliefs and the Teaching Profession in Aceh

2015 ◽  
Vol 2 (1) ◽  
pp. 62
Author(s):  
Sri Rahayu Jumiati Ningsih ◽  
Ika Apriani Fata
Keyword(s):  
High Schools ◽  
Career Paths ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Teaching Methodologies ◽  
Learning And Teaching ◽  
Qualified Teachers ◽  
Teachers Beliefs ◽  
Intentional Activity ◽  
Beliefs About Learning

Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to ascertain their techniques, beliefs and career paths. The results show that teachers’ beliefs are related to the teaching methodologies that they use. According to the teachers’ beliefs, the teaching methodologies should be varied from time by time according to the situation and the curriculum. Besides, each participant has committed to a career in the teaching profession persistently despite facing many obstacles and challenges during teaching and learning. The participants dreamt of being teachers since they were children. The authors suggest other researchers might see applications of this research for studying the benefits and weaknesses of different teaching methodologies based on teachers’ beliefs. 

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