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1.
Lauren M. Carter Amanda P. Williford Jennifer LoCasale-Crouch 《Early education and development》2014,25(7):949-972
Research Findings: This study examined the quality of teacher attributions for child disruptive behavior using a new measure, the Preschool Teaching Attributions measure. A sample of 153 early childhood teachers and 432 children participated. All teachers completed the behavior attributions measure, as well as measures regarding demographics, beliefs, self-efficacy, child behavior, and the quality of the teacher–child relationship with selected children. Confirmatory factor analysis demonstrated that the hypothesized 2-factor model fit significantly better than a 1-factor model, with the 2 factors being Causal and Responsibility. The resulting Causal and Responsibility subscale scores had solid internal consistency as measured by Cronbach's alpha coefficients. Significant bivariate and partial correlations with teacher practices and beliefs provided preliminary support for the measure's construct validity. Practice or Policy: Findings from this study suggest the importance of including a measure of teacher attributions in studies that explore teachers' beliefs, practices, and relationships with children. 相似文献
2.
Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development. 相似文献
3.
The purpose of this qualitative study was to identify and explain the origins of physics and chemistry teacher candidates' beliefs about teaching about ethics through socioscientific issues (SSI). This study utilized a series of in‐depth interviews, while the participants (n = 12) were enrolled in a 9‐month teacher education program at an urban university in Canada. Our data analysis revealed that beliefs about teaching physics and chemistry using SSI derive from a complex web of fundamental beliefs exemplified by four archetypes representing the subject‐specific identities of our teacher candidates—Model Scientist/Engineer, Model Individual, Model Teacher, and Model Citizen. Furthermore, we found that the justification for belief change required by a particular teacher candidate depends on these subject‐discipline identities. Thus, the presence of each archetype in preservice classrooms has ramifications for the way a teacher educator should encourage his or her students to include SSI in their teaching. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 380–401, 2010 相似文献
4.
To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model, consisting of four concepts of assessment for, as, of learning as well as accommodations and modifications, was built to compare with questionnaire responses from a group of Canadian teacher candidates (n?=?295). Our data yielded five factors: (1) beliefs about accommodations and modifications for students with diverse needs (ACC), (2) assessment of learning, (3) assessment as learning, (4) misconceptions of inclusive assessment, and (5) negative beliefs about assessment for learning (NAFL). Contrary to expectations, assessment concepts are not fully interrelated with each other in teacher candidates' belief systems. In addition, participating teacher candidates may have some misconceptions about inclusive assessments given that they possessed positive beliefs towards them. The implications for teacher education programmes and professional development were also discussed in this study. 相似文献
5.
Research on teachers’ professional identity integrates many constructs that are treated independently in most cases. This study described the associations between components of teacher professional identity and their association with teachers’ general pedagogical beliefs. Secondary teachers (n = 236) completed a survey about several components of their identity (self-efficacy beliefs, motivation to become a teacher, affective commitment and perceived type of expertise) and general pedagogical beliefs (constructivist and direct transmission). Multidimensional scaling revealed that the components could be mapped on two dimensions: form of motivation and degree of subject specificity. The resulting map revealed four meaningful groups of components. Furthermore, whereas direct transmission general pedagogical beliefs were found to be strongly tied to an identity grounded in the subject taught, constructivist beliefs were independent of identity components. This study provides new insight into the structure of teacher professional identity and its relevance for teaching. 相似文献
6.
Students with autism often are placed in general education classrooms, indicating general education teachers should be prepared to meet these students' needs. This survey study of teacher education students examined differences in educational training, beliefs about autism, and competence working with students with autism, according to college level and major area of study. Results showed that teacher education students held accurate beliefs about most aspects of autism, but they demonstrated misconceptions about special, gifted abilities. Secondary teacher education students were less likely to demonstrate accurate beliefs about the social emotional features of autism over the course of their training. General education teachers reported a lack of competence working with students with autism and believed additional training was needed. Findings suggested ongoing preservice training is needed to foster accurate beliefs about autism and competence working with students with autism. 相似文献
7.
In a mixed-methods study, the authors investigate teacher typologies of elementary teachers (N = 132) in the United States based on their reformed science teaching beliefs. Additionally, the identified teacher typologies were compared with respect to their science content knowledge, self-efficacy and epistemic beliefs. Results revealed three clusters of teachers with different combinations of teaching beliefs and practices. Comparative analysis indicated significant differences among teacher typologies with respect to their epistemic beliefs and teaching efficacy beliefs. Additionally, interview results enhanced the depth of understanding of participants' views for reformed science teaching and further highlighted differences in the typologies. Study implications are considered with regard to improving teacher quality and preservice teacher training. 相似文献
8.
Expectancy value theory presumes that learners’ motivation is determined by their expectancy beliefs and task values associated with learning tasks. This study examined students’ cost and its relation to expectancy beliefs, other task value components in physical education. Middle school students (N?=?593) from 11 schools completed the expectancy-value questionnaire. Qualitative analysis of students’ responses to open-ended questions showed motivational cost originated from curriculum content, instructional conditions/elements, physical discomfort, lack of social support and competence and teacher factors. Chi-square analysis suggests that students’ motivational cost is associated with their hypothetical choices of attending physical education. Motivational cost was found to be negatively associated with other task value components, but not with expectancy beliefs. 相似文献
9.
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
10.
Jeppe Skott 《Journal of Mathematics Teacher Education》2001,4(1):3-28
The relationship between teachers' beliefs about mathematics and its teaching and learning, and their classroom practices,
has been investigated in many studies. The results of these studies are by no means unanimous, and the purpose of the present
report is to contribute to a further understanding of the significance of one teacher's beliefs and images of school mathematics
on his teaching practices. The article presents a novice teacher whose images of school mathematics were strongly influenced
by the current reform of mathematics education. The study focuses on how the teacher coped with the complexities of the classroom.
On the basis of the teacher's role within the classroom interactions, the construct of critical incidents of practice is developed, and some of the results of previous research in the field are re-examined.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
11.
H.H. Tillema 《欧洲师范教育杂志》1997,20(3):283-296
This paper presents an approach to belief change in teacher education programmes. Although belief change may constitute a more relevant goal for initial teacher education than knowledge transmission and competence attainment per se, relatively few models or methods have been put forward that can help student teachers to become aware of, knowledgeable about, and actively involved in changing and (re) constructing their own teaching beliefs. The model of study teams is presented as a relevant approach to teaching in teacher education, together with some preliminary evaluations regarding its implementation. It shows that utilising study teams can have a strong impact on teacher education programmes as well as on student teachers’ thinking. 相似文献
12.
Christopher C. Martell 《The Teacher Educator》2014,49(2):97-115
This longitudinal interpretative case study examined the constructivist beliefs and related practices of four secondary history teachers from their teacher preparation through their first year in the classroom. The results of this study showed that issues of classroom control were major barriers for the implementation of constructivist-oriented practices. However, contrary to some previous studies, learning to teach in transmission-oriented contexts did not result in the diminishing of the teachers' constructivist beliefs and in some ways affirmed their constructivist beliefs. Furthermore, the teachers expressed that a lack of practical tools hindered their ability to better and more frequently use constructivist-oriented practices in their classrooms. 相似文献
13.
This article reports on a longitudinal study that aims to investigate pre-service EFL teacher beliefs about learning and teaching in Greece. The study attempts to track possible changes in those beliefs during a 3-year teacher education program and explores the impact of teaching practice, in particular, on student teachers’ beliefs. The results indicate that while there is a gradual and sometimes significant development in student teachers’ beliefs during the program, student teachers’ engagement in the teaching practice seems to have a low impact on the development of their beliefs. Those findings are interpreted with reference to the structure and context of the specific teacher education program and can be useful for the design and development of EFL teacher education programs. 相似文献
14.
J. Randy McGinnis Steve Kramer Gilli Shama Anna O. Graeber Carolyn A. Parker Ted Watanabe 《科学教学研究杂志》2002,39(8):713-737
This study describes the design and use of a valid and reliable instrument to measure teacher candidates' attitudes and beliefs about mathematics and science and the teaching of those subjects. The instrument, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science, was developed for the Maryland Collaborative for Teacher Preparation (MCTP), a statewide, standards‐based project in the National Science Foundation's Collaborative in Excellence in Teaching Preparation (CETP) Program. We report on two applications of the instrument: (a) a contrast between MCTP teacher candidates' and non‐MCTP teacher candidates' attitudes and beliefs about mathematics and science as they initially encountered reform‐based instruction in their undergraduate courses, and (b) a landscaping of how the MCTP teacher candidates' attitudes toward and beliefs about mathematics and science evolved over a 2.5‐year period. In support of current reform in science and mathematics teacher education, we determined that over an extended period the MCTP teacher candidates' attitudes and beliefs moved substantively and significantly in the direction intended. However, we also found that the non‐MCTP teacher candidates in the same reform‐based courses did not mirror this improvement in their attitudes and beliefs about mathematics and science or the teaching of those subjects. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 713–737, 2002 相似文献
15.
Diane Silva Pimentel Katherine L. McNeill 《International Journal of Science Education》2016,38(12):2047-2068
The dialogue that occurs in science classrooms has been the subject of research for many decades. Most studies have focused on the actual discourse that occurs and the role of the teacher in guiding the discourse. This case study explored the neglected perspective of secondary science students and their beliefs about their role in class discussions. The study participants (N? =? 45) were students in one of the three differentially tracked chemistry classes taught by the same teacher. Findings about the differences that exist among students from different academic tracks are reported. While it seems that epistemological beliefs focusing on content are common for the students in this study, the students' social framing in the different tracks is important to consider when teachers attempt to transition to more dialogic forms of discourse. Some key findings of this study are (a) students’ beliefs that science is a body of facts to be learned influenced the factors they deemed important for whole-class discussion, (b) students from the lower-level track who typically were associated with lower socioeconomic status were more likely to view their role as passive, and (c) students’ comfort level with the members of the class seemed to influence their decisions to participate in class discussions. 相似文献
16.
Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children’s peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children’s daily routines and activities in a natural classroom environment, which specifically included the teachers’ problem-solving strategies while confronting peer relationship problems. The participants were also interviewed regarding their beliefs and strategies for solving peer relationship problems. The findings of this qualitative investigation indicated that the teachers’ beliefs and self-reported practices included both teacher- and child-related factors. However, the observed practices included several teacher-initiated strategies; child-initiated strategies appeared, albeit less than teacher-initiated ones. This affirms the teachers’ stress on children’s role in managing peer problems. Although some of the teacher practices and beliefs were consistent, certain inconsistencies may indicate the presence of external constraints. Practice or Policy: The results of this study highlight the importance of teacher education programs providing preservice and in-service teachers with the knowledge and skills required to understand children’s peer relationships, guide their interactions, and apply appropriate intervention strategies for various peer relationship problems. 相似文献
17.
Päivikki Jääskelä Päivi Häkkinen Helena Rasku-Puttonen 《Journal of Research on Technology in Education》2017,49(3-4):198-211
This study examines university teachers' beliefs about the role of technology in achieving the pedagogical aims of learning within teaching development initiatives at a Finnish university. The initiatives targeted technology adoption in teaching and learning and were enhanced within teacher groups, with support from a university-level network program. Thematic interviews were conducted with the members of 11 initiative groups, covering 18 teachers from various disciplines. The qualitative content analysis revealed diverse belief groups. Technology was perceived as a tool for the promotion of self-paced studying without explicit learning aims; for active and interactive learning; for integrative learning with continuous assessment; and for meaningful learning. The study highlights the need for a more systematic explication of teacher beliefs and the acknowledgment of alternative ways of thinking in teacher developmental programs. (Keywords: higher education, pedagogy, teacher beliefs, technology) 相似文献
18.
19.
Eric Rui Yuan 《Teaching in Higher Education》2017,22(3):259-273
This study explores two higher education-based language teacher educators’ teaching beliefs and how they implemented their beliefs in classroom practice. Drawing on data from in-depth interviews and classroom observation, the findings revealed the teacher educators’ multiple and complex beliefs, which were derived from their past experiences and continued to be shaped and transformed through their professional work. The study also shows that while the participants tried to act in accordance with their beliefs in their teaching of teachers, they encountered some contextual obstacles (e.g. the ‘publish-or-perish’ system) which resulted in the gap between their beliefs and practice. Through their continuous reflections and agentive work, the teacher educators tried to close the gap and facilitate their students’ learning to teach. This study concludes with some implications for current teacher education and higher education on how to promote language teacher educators’ cognitive learning and continuous development. 相似文献
20.
Margareta Maria Thomson Daniell DiFrancesca Sarah Carrier Carrie Lee 《Teacher Development》2017,21(1):1-20
This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings. 相似文献