scholarly journals Mediating the Learning of a Student with Dyslexia in a Greek Supplementary School in the UK

2021 ◽  
Author(s):  
Maria Rontou
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Theoretical Concept ◽  
Proximal Development ◽  
Supplementary School ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teacher's Beliefs ◽  
The Uk ◽  
Effective Use

This paper’s aim was to investigate a second language teacher’s beliefs about teaching and learning and her practices in relation to a student with dyslexia from a sociocultural perspective. It first referred to studies on teachers’ beliefs and practices, then the concepts of mediation, scaffolding and zone of proximal development were defined and studies on mediation and scaffolding were reviewed. Τhe data from the interview with the teacher and the classroom observations were analyzed and compared. The study illustrated that the teacher’s practices were not always consistent with her beliefs of how students with dyslexia learn better. Her teaching practice did not always have a theoretical concept behind it either. The observation of her lessons demonstrated though an effective use of multisensory methods, actions, objects and scaffolding to mediate a student’s with dyslexia learning. In the end of the chapter suggestions for teachers of students with dyslexia in similar settings are given based on the data.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

scholarly journals Initial Beliefs of Preservice Chemistry Teachers in Croatia

2020 ◽  
Vol 10 (1) ◽  
pp. 37-57
Author(s):  
Lana Šojat
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Learning Theories ◽  
Chemistry Teachers ◽  
Teaching Objectives ◽  
Open Questions ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teacher Professional

In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers’ beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.

Action research: Science teachers’ beliefs about teaching and learning science

2019 ◽  
Author(s):  
Witchayada Nawanidbumrung ◽  
Sara Samiphak
Keyword(s):  
Action Research ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Learning Science ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning

2007 ◽  
Vol 23 (7) ◽  
pp. 1217-1233 ◽  
Author(s):  
Aisling M. Leavy ◽  
Fiona A. McSorley ◽  
Lisa A. Boté
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

scholarly journals Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education

2010 ◽  
Vol 2 (2) ◽  
pp. 123-157
Author(s):  
Nasser Mansour
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Learning Science ◽  
Science Technology ◽  
Education Data ◽  
Number Of Factors ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teaching Learning

Research supports the idea that teachers are crucial change agents in educational reform and that teachers’ beliefs are precursors to change. This study investigates Egyptian science teachers’ beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students’ roles within teaching and learning science through STS and concerning teaching/learning science through STS. The findings shed light on the relationship between teachers’ beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers’ beliefs and their practices.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

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