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1.
Teacher attitudes toward inclusion of English Learners (ELs) in the mainstream classroom have primarily focused on explicit beliefs as accessed through observation, case studies, and self-report surveys. The authors explore implicit mainstream teacher beliefs about ELs using the newly created Implicit Association Test–EL, with correlations to explicit beliefs being made using the English-as-a-Second-Language (ESL) Students in Mainstream Classrooms: A Survey of Teachers’ Explicit Beliefs survey. Findings from the IAT–EL indicate a slightly negative implicit belief about ELs from 197 respondents. Implicit and explicit beliefs about ELs were not significantly correlated, which is in keeping with current Implicit Associate Test (IAT) literature. 相似文献
2.
Lynnette Michaluk Rachel Stoiko Gay Stewart John Stewart 《Journal of Science Education and Technology》2018,27(2):99-113
Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study (N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses (N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups. 相似文献
3.
Explicit attitudes towards inclusion are increasingly investigated in (preservice) teachers. However, few studies examine implicit attitudes towards inclusion, despite the advantage of being less sensitive to social desirability. Since inclusion is a sensitive topic, we aimed to investigate implicit and explicit attitudes towards inclusion as well as interactions between these attitudes. Using the Single-Target Implicit Association Test, early semester preservice teachers exhibited ambivalent implicit attitudes and positive explicit attitudes. Implicit attitudes were negatively correlated with explicit attitudes. Methodological and contentual explanations for these findings are discussed and theory-based implications for university education are suggested. 相似文献
4.
This study examined pre-service mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education based on year level in teacher education program and gender. The sample included 1,593 freshman, sophomore, junior, and senior pre-service middle school (grades 4–8) mathematics teachers from nine universities in Turkey. Data were collected through Knowledge of History of Mathematics Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education Questionnaire. Results indicate that pre-service teachers have moderate knowledge of history of mathematics and positive attitudes and beliefs towards using history of mathematics. Their knowledge scores increase as the year level in teacher education program advanced. Males’ knowledge scores are significantly higher than females’ scores in the first 2 years. This situation reverses in the last 2 years, but it is not statistically significant. Pre-service teachers have more positive attitudes and availing beliefs towards using history of mathematics as they progress in their teacher education program. Females have greater attitudes and beliefs mean scores than males in each of the years. The results indicate that the teacher education program may have enhanced the pre-service teachers’ knowledge of history of mathematics by related courses. However, the moderate knowledge scores indicate that there is a need for revision of these courses. The pre-service teachers’ positive attitudes and beliefs towards using history of mathematics stress the importance of teacher education program in order to prepare them for implementing this alternative strategy in the future. 相似文献
5.
Implicit attitudes can be activated by the mere presence of the attitude object. They are assumed to guide behavior in demanding situations, including the educational context. Implicit attitudes toward racial minority students could be important in contributing to the disadvantages those students experience in school. This study employed three different measures to investigate implicit attitudes toward racial minority students among preservice teachers. The IAT and the AMP showed more negative implicit attitudes toward racial minority than toward racial majority students; the affective priming task revealed that implicit attitudes toward racial majority students were positive, while those toward racial minority students were neutral. Results are discussed in their implications for preservice teachers’ judgments and behaviors. 相似文献
6.
Sally Wai-Yan Wan 《Teachers and Teaching》2016,22(2):148-176
Catering for learner diversity is one of the key areas in the recent educational reform in Hong Kong. Pre-service teacher education acts as a fundamental way to equip pre-service teachers ready for accommodating diverse learning needs and to build up pre-service teachers’ self-efficacy. The purpose of the study is to examine prospective teachers’ teaching beliefs toward differentiated instruction and teaching efficacy. Using a sequential mixed methods design that contains a questionnaire, focus group interviews, and individual interviews, prospective teachers undertaking a 13-session course regarding differentiated instruction as offered by a local university in Hong Kong participated in the study from January to April 2013. Changes in teaching beliefs regarding differentiated instruction as well as teaching efficacy levels were found. More positive attitudes toward differentiated teaching were found; however, there existed different concerns including class management and conflicts with personal teaching beliefs. These concerns may be related to practical experiences and confidence as well as expectations upon students. Implications for future course development and research are discussed at the end of the paper. 相似文献
7.
Minority students are often disadvantaged in school. One factor contributing to this disadvantage may be teachers’ judgments; these may, in turn, be influenced by implicit attitudes. Implicit attitudes often guide automatic behavior, which comes into play when cognitive resources are restrained. This is particularly important for preservice teachers, who lack experience in the classroom. In an affective priming task, results showed ambivalent implicit attitudes toward students with immigration background and positive implicit attitudes toward native students. Such asymmetrical implicit evaluations could bias preservice teachers’ interactions with students in the classroom. Acquiring an understanding of the influence of implicit attitudes during their academic studies might help preservice teachers counter implicit and automatic influences. 相似文献
8.
Esen Uzuntiryaki Yezdan Boz Demet Kirbulut Oktay Bektas 《Research in Science Education》2010,40(3):403-424
This study aimed to explore pre-service chemistry teachers’ beliefs about constructivism and the influence of their beliefs
in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service teachers
in order to understand their belief structures. Pre-service teachers’ beliefs about constructivism were classified in three
categories which are weak, moderate, and strong conceptions of constructivism. For detailed exploration, three cases of pre-service
teachers representing these three categories were selected. The findings of this study showed that most pre-service teachers
in this study did not have a strong conception of constructivism and the relationship between the pre-service teachers’ beliefs
and their practice was not clear-cut. 相似文献
9.
Pre-service science teachers learn about metacognitive knowledge theoretically in their pedagogy courses; however, teaching practice in science classes reveals the theory–practice gap in their metacognitive knowledge, which has practical importance for prospective teachers. This paper reports on an experiment conducted to investigate the influence of self-metacognitive questioning for non-routine quantum physics problems on pre-service science teachers’ attitudes towards a quantum physics course. Pre-service teacher participants in the experimental and control groups were taught the subjects of quantum physics for 14 weeks, but only those in the experimental group were guided by self-metacognitive questioning during their engagement of non-routine problem-solving as a treatment process. The results indicate that self-metacognitive questioning for non-routine quantum physics problems creates a statistical effect favouring the experimental group students’ attitudes towards the quantum physics course. However, the positive change in the control group is explained by the postulates of the Elaboration Likelihood Model (ELM) of persuasion.
相似文献10.
Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students’ learning. This survey-based study records and examines Pakistani pre-service teachers’ and teacher-educators’ current uses of Facebook, and their attitudes toward using Facebook for collaborative learning, and to see if there is a significant relationship between participants’ intensity of Facebook use and their attitude toward instructional use of Facebook. Results of the study indicated that pre-service teachers’ and teacher-educators’ motives for their current Facebook use are mainly limited for social purposes. Pre-service teachers’ use of Facebook is more intensified than the use of Facebook by teacher-educators. Further, pre-service teachers showed more positive attitudes toward using Facebook for collaborative learning than the attitudes of their faculty. Findings also indicated a positive relationship between participants’ Facebook intensity and their attitudes toward its use for collaborative learning. 相似文献
11.
As many primary pre-service teachers enter teacher education courses with little science background, it is essential in teacher education courses to provide opportunities for them to learn more science independently. The purpose of this study is to investigate an online pedagogical activity that fosters the social construction of science knowledge by primary pre-service teachers working in small virtual teams. The study investigated how the pre-service teachers collaborated online in virtual teams to complete set tasks, their attitudes toward and beliefs about the effectiveness of the online learning experience, and the types and quality of the resources developed. The findings indicated that the virtual team-produced science resource materials were generally of high quality, with nearly half the number of teams engaging with Web 2.0 technologies (e.g. wikis and blogs) to construct their product. The findings indicated positive attitudes toward the collaborative learning even though beliefs about online learning were mixed. 相似文献
12.
小学数学教师职前培养应重视的几个方面 总被引：1，自引：0，他引：1
数学教师的职前培养是数学教师专业化发展的重要环节,小学数学教师职前培养应重视以下几个方面:更新职前教师的数学教育观念;改进小学教育专业数学类相关课程的教学方法;深入研究高观点下的小学数学内容知识。 相似文献
13.
Athanasios Mogias Theodora Boubonari Angelos Markos 《The Journal of environmental education》2013,44(4):251-270
Greek pre-service teachers’ level of ocean literacy was assessed using a revised questionnaire concerning ocean content knowledge and an instrument about ocean stewardship. Rasch analyses showed that the items of both measures were well targeted to the sample. Pre-service teachers possessed a moderate knowledge of ocean sciences issues and positive attitudes toward ocean stewardship; they obtained most information on ocean content from the Internet and mass media and less from formal education, nongovernmental organizations, books, and out-of-school settings. Students who mostly preferred the Internet and mass media scored significantly higher on the knowledge questionnaire. The results could contribute to the enhancement of teachers’ ocean literacy. 相似文献
14.
Joanne Brownlee Sarah Davey Chesters Charlotte Cobb-Moore Rebecca Spooner-Lane Chrystal Whiteford 《Teachers and Teaching》2013,19(2):170-188
Using epistemic perspectives as a theoretical framework, this study investigated Australian pre-service teachers’ perspectives about knowing, knowledge and children’s learning, as they engaged in a semester-long unit on philosophy in the classroom. During the field experience component of the unit, pre-service teachers were required to teach at least one philosophy lesson. Pre-service teachers completed the Personal Epistemological Beliefs Survey at the beginning and end of the unit. They were also interviewed in focus groups at the end of the semester to investigate their views about children’s learning. Paired sample t-tests were used to explore changes in epistemic beliefs over time. Significant differences were found for only some individual items on the survey. However, when interviewed, pre-service teachers indicated that field experiences helped them consider children as competent ‘thinkers’ who were capable of engaging in philosophy in the classroom. They reported predominantly student-centred perspectives of children’s learning, although a process of adjudication (exploring disagreements and evidence for responses) was lacking in these responses. 相似文献
15.
The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed. 相似文献
16.
Yilmaz Kara 《欧洲师范教育杂志》2012,35(1):111-129
The work presented here represents a preliminary attempt to address the role of teachers in supporting students’ learning on socio-scientific issues (SSI) by characterising pre-service biology teachers’ perceptions and adaptation of curriculum and identifying factors that serve to mediate this process. A hundred and two undergraduate pre-service biology teachers took part in this study over the course of one semester. The teacher candidates (72% female) completed a questionnaire comprising Likert-type and open-ended questions. The results indicated that the teacher candidates perceived a need to address SSI positively. Pre-service teachers had moderate personal teaching efficacy beliefs related to teaching about SSI. They also identified the lack of instructional time and the unavailability of relevant materials as the primary obstacles hindering the teaching of SSI. The implications for teacher education and the design of curriculum materials with respect to SSI are discussed. 相似文献
17.
Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers’ conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers’ constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers’ pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers’ traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed.
相似文献18.
The purpose of this study was to model the relationship between pre-service chemistry teachers’ epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed by Schommer. In order to analyse data, Structural Equation Modelling was conducted by using LISREL 8.7. The results provided evidence for the good fit of the hypothesised model. Pre-service chemistry teachers’ epistemological belief scores were found to be correlated to their constructivist-learning environment scale scores with the value of .35. This study revealed that pre-service chemistry teachers with sophisticated epistemological beliefs favoured constructivist-learning environment in their future class. 相似文献
19.
Thirty pre-service teachers took part in a nine-week university course focussed on the benefits of inclusive education and the techniques needed to successfully implement it. The Teachers’ Attitudes Toward Inclusion Scale (TATIS), Concerns about Inclusive Education Scale (CIES), and Teacher’s Efficacy in Implementing Inclusive Practices (TEIP) were administered prior to and following the university course. Paired sample t-tests revealed that participants’ attitudes and efficacy increased significantly following the course while their concerns decreased significantly. Mixed design ANOVAs revealed that pre-service teachers without past experience of teaching students with disabilities had the largest improvement in attitudes. Pre-service teachers who were not acquainted with a person with a disability had significantly larger decreases in concern level and increases in efficacy level than those who were acquainted with a person with a disability. These results are discussed and implications for future research outlined. 相似文献
20.
Donnah L. Anderson Sue E. Watt Dianne C. Shanley 《Emotional and Behavioural Difficulties》2017,22(4):332-349
Drawing on attitude theories from social psychology, we conducted a survey of Australian pre-service (n = 327) and in-service (n = 127) teachers’ attitudes about teaching children with attention-deficit/hyperactivity disorder (ADHD). This paper reports a content analysis of beliefs, affect and behaviours towards teaching children with ADHD and quantitative analyses pertaining to attitudinal ambivalence – that is, where a teacher may simultaneously report negative and positive evaluations of teaching children with ADHD. While on average, overall or global attitudes were mildly positive for both cohorts, considerable ambivalence about teaching children with ADHD was commonly experienced. Participants reported ambivalent beliefs, affect and behaviours, as well as ambivalence between these attitude components. Paradoxically, participants who knew more about ADHD and held stronger positive global attitudes about teaching children with ADHD reported less ambivalent behaviours towards these children, but reported more ambivalent beliefs. The implications for teachers’ professional development and training are discussed. 相似文献