pedagogical beliefs
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2021 ◽  
Vol 28 (2) ◽  
pp. 82
Author(s):  
Diah Safithri Armin ◽  
Ayu Meita Puteri Siregar

<p>Teachers should have pedagogical beliefs in their studies, which function as a filter and guidance for their decision-making and teaching methods in the teaching-learning process. To promote an active and meaningful learning experience, Indonesian curriculum policy incorporated principles that place students at the center of the learning process. However, most of the time, teachers are in charge of the teaching-learning process and become the center of the learning process, while students are passive recipients of knowledge.This study was conducted to find out teachers' pedagogical beliefs in teaching at university. The present study was a basic interpretative qualitative study with five English teachers as the participants, and the data were collected through observation, questionnaire, and field notes. The data were analysed by data reduction, data display, and concluding. The study results showed that the teachers believed that teaching is the process of transmitting and constructing knowledge. This study implied that the EFL teachers believed and implemented a student-centered approach in the teaching-learning process.</p>


2021 ◽  
Vol 14 (12) ◽  
pp. 171
Author(s):  
Ahmed Alghamdi

This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers&rsquo; beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations. &nbsp;


Pedagogika ◽  
2021 ◽  
Vol 143 (3) ◽  
pp. 45-67
Author(s):  
Lidon Moliner ◽  
Aida Sanahuja ◽  
Francisco Alegre

The aims of this study were to create and validate a questionnaire designed to assess schoolteachers’ pedagogical beliefs according to 641 schoolteachers and 26 experts and analyse the results obtained therefrom. A seven-factor structure was defined for the questionnaire, and Cronbach’s alpha was .91. Compared to their older, more experienced and male counterparts, younger, less experienced and female teachers, respectively, demonstrated more positive beliefs about factors such as classroom climate, the teacher’s role and the student’s role.


Author(s):  
Thomas Lehmann

AbstractThere is widespread agreement that student teachers need to construct an integrated knowledge base across multiple domains. This study examined the contributions of intraindividual factors of self-regulated learning to explaining student teachers’ (a) integration of knowledge across topics and domains (i.e., integrative learning) and (b) disjointed processing of potentially domain-specific learning content (i.e., separative learning). The factors considered were study approaches; cognitive, metacognitive, and resource-related learning strategy use; epistemological and pedagogical beliefs; and career choice motivation. The study applied a cross-sectional survey design and examined separative and integrative learning in N = 103 student teachers by way of multiple regression analyses with backward eliminations. A key finding is that deep and strategic study approaches and certain cognitive learning strategies contributed significantly to explaining integrative learning in student teachers. Epistemological and pedagogical beliefs were not able to predict integrative learning. Regarding separative learning, the study identified the surface study approach, specific epistemological and pedagogical beliefs, and the “usefulness” motive for career choice as positive predictors and critical thinking as a negative predictor. The study demonstrates differences in how integrative and separative learning are shaped by distinct intraindividual factors. Implications are discussed with regard to student teachers’ self-regulated learning and pre-service teacher education.


2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Alemayehu Habte ◽  
Alemayehu Bishaw ◽  
Meskerem Lechissa

AbstractIn Ethiopia, secondary school Civics and Ethical Education has been offered to students with prime objective of producing competent and rational citizens. While policy narratives advocate constructivist pedagogy for achieving this goal of the curriculum, the reality on the ground hints that the subject is far behind achieving its stated goal. In line with this, teachers’ role in implementing the curriculum cannot be understated. Teachers are policy actors who implement the official curriculum. Their classroom practice; however, is largely dependent on their pedagogical beliefs. To this end, this study aimed at examining the role of secondary school Civics and Ethical Education teachers’ pedagogical beliefs in their perceived classroom practices vis-à-vis selected demographic variables. The study was conducted using correlational design participating 324 Civics and Ethical Education teachers from 43 government and private secondary schools in Addis Ababa city. Two-way multivariate analysis of variance and multiple regression were used to analyze the data. The regression analysis revealed that teachers' pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist belief, even though they do not completely reject traditional belief per se. Their constructivist practice is; however, below the expected level, suggesting the interplay of contextual factor(s) which should be further studied. The findings implied the need to redefine continuous professional programs with emphasis on reflective teaching practice and improve climate of secondary schools.


2021 ◽  
Vol 10 (3) ◽  
pp. 228-259
Author(s):  
Aleksandra Ljalikova ◽  
Merilyn Meristo ◽  
Ene Alas ◽  
Merle Jung

An ever-increasing need for a bilingual education in globalized societies have set new challenges for all stakeholders from ideological (monoglossic vs heteroglossic) as well as methodological perspectives. Teachers’ persistent interest in different forms of bilingual education has attracted us to explore the potential of Content and Language Integrated Learning (CLIL) as a means of attaining a bilingual education in the second decade of the 21st century, especially the professional development of teachers who work in the given context. In this study, narrative analysis is employed to investigate how teachers’ explicit meaningful experiences lead a teacher to become a CLIL teacher in the Estonian educational settings, and disclose the factors shaping this process. The results reveal a variation in the teachers’ meaningful experiences driven mostly by their context – the type of bilingual program, the status of the foreign language, school support for collaborative practices - as well as a variation in the belief of what constitutes CLIL - views on languages and personal pedagogical beliefs.


2021 ◽  
Vol 12 ◽  
Author(s):  
Ling Cheng

The leading implementers of the curriculum and educational system are teachers, so the success and failure of the educational system depend mainly on its teachers. If teachers have an established professional identity, it leads to the success of the educational system. Professional identity, like other aspects of the teaching and learning process, is influenced by various factors. Investigating this concept requires identifying the factors affecting it. One of the most important factors that influence teachers' professional identity is teachers' emotions. Teachers' emotions also can have a significant impact on teachers' performance. After searching the databases, this review article examines the role of teachers' emotions and their professional identities in English as a foreign language (EFL) or English as a second language (ESL) classrooms. This review paper unpacks that factors such as teachers' pedagogical beliefs, their positive and negative emotional experiences, their environmental and cultural factors, and their perceptions and expectations of these conditions could affect their emotions as well as their professional identity. Teachers' identity is shaped through ongoing negotiation and interaction that encompasses their personal and professional lives. Taking these factors into account in teacher training courses might notify teachers of the challenges that they might have in their classrooms and provide them with practical solutions.


2021 ◽  
Vol 11 (2) ◽  
pp. 31-50
Author(s):  
Ali Yiğit Kutluca ◽  
Dilara Aşar

Abstract Introduction: The aim of this study was to investigate PYP practitioner preschool teachers’ science teaching practices in terms of their pedagogical beliefs. Methods: In this mixed method study, the quantitative data were first collected and analyzed, and then the qualitative data were collected and detailed. Accordingly, Pedagogical Belief Systems Scale (PBSS) was first implemented to 39 preschool teachers. Then, teachers were selected based on their scores from PBSS and included in the qualitative data processes. Data sources in this study are PBSS, Science Teaching Construction Task (STCT) and Classroom Observations. On the other hand, data analysis consisted of three steps. In the first step, quantitative data analysis was performed. Qualitative data analysis was performed in the second and third steps. In the first step of the qualitative data analysis, inductive content analysis was performed based on the constant comparative method on the responses of the teachers in the lower and upper groups to eight questions in STCT. Then, teachers’ science teaching practices in their own classrooms were analyzed through analytic rubric and enriched with field notes Results: The results revealed that PYP practitioner preschool teachers had child-centered pedagogical beliefs. They also performed science teaching activities based on question-answer and deliberative interactions representing child-centered orientation, independently of their pedagogical beliefs. Discussion: According to the results in this study, the quality of PYP practitioner preschool teachers’ theoretical orientations and practical applications for science teaching was independent of their pedagogical beliefs. However, preschool teachers with high pedagogical beliefs put more emphasis on inquiry in their theoretical conceptualizations about science teaching. Limitations: The most important limitation in this study is the population. The first limitation occurs because PYP practitioner preschool education institutions were very limited in Istanbul; PYP practitioner preschool teachers were difficult to reach. The second limitation is that this research relied on only teachers’ self-reported views and practices. Conclusion: Findings in this study is important in terms of describing the quality of preschool science teaching in the context of PYP and how teachers’ pedagogical beliefs serve it. Hence, based on the results obtained in the study, it was revealed that PYP practitioner preschool teachers were generally based on child-centered teaching and tended to use inquiry-based pedagogical strategies.


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