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1.
This study investigated student teachers’ efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers’ efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting (i.e., rural, suburban, and urban), to determine whether setting played a role in the development of the student teachers’ efficacy beliefs. The research participants included 102 student teachers. All three setting groups exhibited significant increases in teachers’ sense of efficacy following student teaching. Urban student teachers exhibited significantly lower perceived collective efficacy. Perceived cooperating teachers’ efficacy was predictive of and positively related to the student teachers’ post-TSES scores. 相似文献
2.
This study surveyed a sample of 188 elementary teachers with respect to their preference for information regarding educational planning, in particular information captured with dynamic testing procedures. The influence of teachers’ experience and sense of efficacy on teachers’ preferences was also investigated. Results indicated teachers’ preferences for dynamically gathered information regarding children’s learning processes, next to standard information such as a diagnosis. Appreciation for dynamic testing information appeared to be relatively higher for those teachers with longer teaching experience, but not related to teachers’ sense of efficacy. Findings are discussed with regard to their implications for both diagnostic and teaching practices. 相似文献
3.
Robert M. Klassen Rosemary Y. Foster Sukaina Rajani Carley Bowman 《International Journal of Educational Research》2009,48(6):381-394
This article presents a mixed methods examination of teachers’ job beliefs in the Yukon Territory in northern Canada. In Study 1 we used questionnaires to examine job beliefs for 221 teachers from the Yukon and western Canada. Teachers’ self- and collective efficacy and workload stress were lower for Yukon teachers, but levels of overall stress and satisfaction were similar across settings. In Study 2 we conducted interviews to examine how geographical, community, and cultural factors were related to Yukon teachers’ job beliefs. Results showed that job stress and job satisfaction were influenced by physical and human geography, level of connection with the community, and by the community's cultural transitions. The findings highlight the influence of cultural and community factors on teachers’ working lives. 相似文献
4.
Teachers play a crucial role in the development of primary school students’ creative potential in either a positive or a negative way. This paper aims to draw attention to in-service and prospective teachers’ conceptions of creativity and answer three main research questions: “What are the teachers’ conceptions and implicit theories of creativity in general?”, “What are the teachers’ conceptions and implicit theories of creativity in the context of primary education?”, and “How well-trained and equipped do teachers feel to play their key role in the development of students’ creative potential?” A self-report questionnaire was used as an instrument to gather qualitative and quantitative data from 132 Greek in-service and prospective teachers. According to the selected quantitative data we present in this study, the majority of the participants reported that the facilitation of students’ creativity is included in the teachers’ role, but they (teachers themselves) do not feel well-trained and confident enough to realise this particular expectation. The authors conclude that further research is needed in order to: (i) reveal more on teachers’ conceptions on creativity and (ii) understand and classify teachers’ particular needs to facilitate the creative potential of primary school students. 相似文献
5.
Teachers have been shown to frequently avoid addressing biotechnology topics. Aiming to understand the extent to which teachers’ scarce engagement in biotechnology teaching is influenced by their beliefs and/or by extrinsic constraints, such as practical limitations, this study evaluates biology teachers’ beliefs about biotechnology and biotechnology teaching. The findings of a survey administered to 93 secondary school teachers reveal that, in spite of holding positive beliefs about biotechnology, teachers overestimate the obstacles presented at biotechnology teaching, particularly concerning material and resource limitations. Implications of these findings for teacher training program design are discussed. 相似文献
6.
This study was conducted to explore the relationships between teachers’ motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers’ Internet self-efficacy and behavioral beliefs about web-based learning were significant predictors for their motivation toward web-based professional development. The teachers with higher Internet self-efficacy and stronger beliefs about the positive consequences of web-based learning tended to express higher motivation toward web-based professional development. 相似文献
7.
This study explored whether and how teachers’ beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers’ and students’ perceptions of this relationship), and in teachers’ cultural competence. A positive association was found between teachers’ paternalist beliefs and their own perceptions of control. A negative association was found between teachers’ liberal beliefs and students’ perceptions of affiliation. Positive associations were found between teachers’ liberal beliefs and the metacognitive and motivational components of cultural competence. We discuss the implications for preparation of teachers to reflect on the manifestations of their beliefs in practice. 相似文献
8.
The purpose of this study was to understand what personal epistemologies and science teaching goals preservice secondary science teachers of a teacher education program in the USA bring with them to their learning to teach and how they translate such beliefs into actions. A set of essay questions, developed through a pilot study, was used to identify preservice teachers’ personal epistemologies and teaching goals at the beginning of science methods instruction. Classroom observation reports, video recorded teaching episodes, lesson plans and self-video reflections were collected to identify connections between their epistemologies, teaching goals, and practice of teaching. Relational and ontological dimensions of epistemological beliefs were found to be useful for understanding preservice teachers’ personal epistemologies and teaching practices. The data suggests that the participants’ espoused teaching goals were relevant to their personal epistemologies when differentiating naïve personal epistemologies from the sophisticated, and their emerging teaching practices demonstrated shifts in personal epistemologies and potential for further development in teaching practices. Findings indicate sources of how teaching practices are shaped. Implications for teacher education include needs for addressing ways to deal with teaching constraints for constructivist teaching approaches, collaboration with content course instructors, critical reflection on field experience, and developing induction programs that support continuing development of emerging teaching practices. 相似文献
9.
Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management 总被引：1，自引：0，他引：1
The purpose of this study was to explore Turkish preservice science teachers’ science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC) inventory. Data analysis indicated that preservice science teachers generally expressed positive efficacy beliefs regarding science teaching. In addition, results revealed that participants were interventionist on the instructional management dimension, whereas they favored non-interventionist style on the people management dimension of the ABCC inventory. 相似文献
10.
This study investigated the nature of Head Start teachers’ beliefs about early literacy and the teacher background factors that relate to these beliefs. Twenty-eight Head Start teachers were given the Preschool Teacher Literacy Beliefs Questionnaire (TBQ) and a background questionnaire. Reliable belief subscales reflecting code, oral language, book reading, and writing aspects of early literacy, as well as a reliable total literacy beliefs score, emerged from the TBQ. In general, teachers agreed with research-based practices related to oral language and book reading, but more variability was apparent around code-related and writing beliefs. Teacher experience was positively linked to agreement with evidence-based beliefs about oral language. The multidimensional nature of these beliefs, possible reasons for the absence of strong relations to background factors, and directions for future research on preschool teachers’ beliefs are discussed. 相似文献
11.
Sascha Schroeder Tobias RichterNele McElvany Axinja HachfeldJürgen Baumert Wolfgang SchnotzHolger Horz Mark Ullrich 《Learning and Instruction》2011,21(3):403-415
This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior. 相似文献
12.
Jacqueline Leonard Joy Barnes-Johnson Scott Jackson Dantley Charles Kimber 《The Urban Review》2011,43(1):124-150
This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the
role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated
through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are
malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice
teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results
of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However,
why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up
data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education. 相似文献
13.
Fran Arbaugh John Lannin Dustin L. Jones Meredith Park-Rogers 《Journal of Mathematics Teacher Education》2006,9(6):517-550
In the research reported in this article, we sought to understand the instructional practices of 26 secondary teachers from one district who use a problems-based mathematics textbook series (Core-Plus). Further, we wanted to examine beliefs that may be associated with their instructional practices. After analyzing data from classroom observations, our findings indicated that the teachers’ instructional practices fell along a wide continuum of lesson implementation. Analysis of interview data suggested that teachers’ beliefs with regard to students’ ability to do mathematics were associated with their level of lesson implementation. Teachers also differed, by level of instructional practices, in their beliefs about appropriateness of the textbook series for all students. Results strongly support the need for professional development for teachers implementing a problems-based, reform mathematics curriculum. Further, findings indicate that the professional development be designed to meet the diverse nature of teacher needs. 相似文献
14.
This study is aimed at teachers’ classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students’ needs in their teaching practice. However, they showed less willingness to be considerate when the student showed a negative work attitude. With regard to teachers’ emotions, positive as well as negative emotions were reported, like enjoyment and frustration. Based on our findings, teachers’ pedagogies in inclusive classrooms are discussed. 相似文献
15.
Philip M. Keys 《Journal of Educational Change》2007,8(1):41-60
This study describes a theoretical knowledge filter model that explains how teacher knowledge (beliefs and practices) shaped
the implementation of a science curriculum in Australia. Over four school terms, four elementary and three secondary teachers
participated in the study. Through the methodology of educational criticism (Eisner, 1991, The enlightened eye. New York: Macmillan) the results revealed that, in relation to their teaching, the teachers possessed three sets of beliefs:
teachers’ expressed beliefs, teachers’ entrenched beliefs and teachers’ manifested beliefs. The outcome of this study is a
model for identifying and observing the impact of teachers’ beliefs that can be utilised in facilitating change in education
and in influencing communities of practice. 相似文献
16.
Two studies illustrate the concern that the connection between teachers’ beliefs and their instructional practices can be a troublesome one if beliefs are informed by formalist thinking related to truth and caring in the teaching conversation. Twenty-seven middle school language arts teachers and 216 8th grade students were asked what they thought would constitute appropriate responses to a middle school student’s request for feedback about his poem. In spite of their training and experience, the instructional strategies of the teachers were guided by formalist beliefs about what they believed to be sound pedagogy. As a consequence, they minimized the importance of what the student actually said in his poem. Honest criticism and instruction were minimized. Teachers interpreted caring as helping the child to feel good about his work and about himself independent of the work’s merits. In contrast, students called out for honesty and for academic instruction and interpreted caring as receiving academic help. Few expressed formalist principles, and most argued that their teachers need not surrender truth, criticism, or instruction to express care and concern. They also revealed that they could, and would, see through their teachers’ efforts at impression management. Findings are interpreted within a framework provided by S. Cavell (1969)’s criteria for reciprocal conversation. 相似文献
17.
Influenced by work on learner-centred education, teacher efficacy and teachers’ concerns, we conducted an investigation of
the influence of 185 preservice teachers’ teacher efficacy and concerns on their learner-centred beliefs. Learner-centred
beliefs were selected for the purposes of this study as the best indicator of future teaching actions because these preservice
teachers had not yet entered the classroom or engaged in teaching practices. Preservice teacher efficacy and concerns, individually
and collectively, significantly influenced learner-centred beliefs. These findings indicate that teacher education can facilitate
the development of learner-centred beliefs by addressing these trainable characteristics and demonstrate the need to further
explore both teacher efficacy and concerns as they relate to learner-centred education within teacher education programs. 相似文献
18.
Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study 总被引：1，自引：0，他引：1
Robert M. Klassen Wan Har Chong Vivien S. Huan Isabella Wong Allison Kates Wanwisa Hannok 《Teaching and Teacher Education》2008
A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2, interviews were conducted with 10 teachers in Canada and 14 teachers in Singapore. Teachers in both settings discussed students’ social and behavior problems, but the range of the social problems was greater in Canada than in Singapore, and had a stronger impact on teachers’ motivation beliefs. 相似文献
19.
Research on preservice teachers’ beliefs about professional teaching capabilities indicates strong attention to the relational dimension; these studies have contributed to a portrayal of preservice teachers as simplistic and overly optimistic about the teaching profession. In this article, I position preservice teachers’ attention to teacher–student relationships as a form of professional knowledge. Drawing from findings of a qualitative study of U.S. elementary (prekindergarten-Grade 4) preservice teachers who were asked to describe professional characteristics of effective teachers, I suggest their beliefs reveal surprisingly nuanced understandings about the complex nature of teaching. 相似文献