The Role of Social Cognitive Flexibility in Effective Teaching (original) (raw)
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In this study, it is analysed that to what extent inclusive class teachers' teaching and learning conceptions and cognitive flexibilities predict their self-efficacy perceptions of inclusive education. The sample of study which is designed according to correlational research, consist of 301 class teachers working in state schools from district of Istanbul; Kadıkoy, Maltepe and Uskudar. As data collection tools, Efficacy for Inclusion Scale which is developed by Hollande (2011) and adapted into Turkish by Bilgiç and Meral (2012), Cognitive Flexibility Inventory which is developed by Dennis and Wal (2010) and adapted into Turkish, by Gülüm and Dağ (2012), Teaching and Learning Conceptions Questionnaire developed by Chan and Elliot (2004) and adapted into Turkish by Aypay (2011) and Personal Information Form were used in the study. As a result, it is found that there is positive and medium level significant correlation between cognitive flexibility and self-efficacy perceptions relating to inclusive education. Moreover self-efficacy has low-level significance and positively related with constructivist conception; cognitive flexibility has negative relation with traditional conception, however it has positive and statistically significant relation with constructivist conception. Finally as a result of multiple regression analyse, it has been found out that variables of cognitive flexibility along with constructivist conception explain the 17% of the sum of variance of teachers' efficacy. When the results of t-test related to significance of regression factors are examined, the 1 This article was prepared from a masters thesis titled " A Study of Teaching and Learning Perceptions and Cognitive Flexibility of Classroom Teachers In Terms of Inclusion and Self-efficacy Prediction Levels " completed in Marmara University, Institute of Educational Sciences, Psychological Counselling and Guidance Program. 240 variable of cognitive flexibility has only predicted teacher efficacy at significant level (β = .37, p<.001). On the other hand, it has been confirmed that constructivist conception as a sub-dimension do not predict teacher efficacy at a significant level (β = .08, p>.05).
rue education is a process of developing the human personality in all its dimensions of cognitive and non-cognitive fields. The present curriculum of teacher education has paved way for future education, and it still, entails in the contemporary society to grasp the pressing need of the hour. The importance of competent teachers for the nation can in no way be overemphasized. The main purpose of this article is to provide the need for fusion of social cognitive abilities in teacher education. The holistic education focuses on the development of cognitive and non-cognitive abilities and it is inevitable in education for a sustainable development. It is well known that the quality and extent of learner achievement are determined by teacher competence, sensitivity and impetus. Social cognitive theory offers teacher educators a model for understanding the reason for inadequate curriculum and for developing teacher education practices that can overcome the encumbrance to effective teacher education. Social cognitive abilities in teacher education would strengthen the skills of problem solving, critical thinking, and decision making and thereby augment teacher effectiveness. The curriculum and objectives chosen for the prospective teachers ought to reflect their goal of becoming as independent as possible both in existing and future living environments.
Cognitive Flexibility Levels and Self-Efficacy Perceptions of Preservice Teachers
Discourse and Communication for Sustainable Education
The aim of this study was to examine the correlation between preservice teachers’ cognitive flexibility levels and their teaching self-efficacy perceptions. Convenience sampling was used for the sample group of the study conducted according to the correlational survey model. The sample group consisted of 4th-year students who were studying in the departments of ‘Computer and Instructional Technologies Education’, ‘Classroom Teaching’, ‘Art Teaching’, ‘Mathematics Teaching’, ‘Turkish Teaching’, ‘Social Studies Teaching’, ‘Preschool Teaching’, and ‘Science Education’, under the body of Faculty of Education, Fırat University during the 2019–2020 academic year. The “Cognitive Flexibility Scale”, which was developed by Martin and Rubin (1995) and adapted into Turkish by Çelikkaleli (2014), and “Teachers’ Sense of Efficacy Scale,” which was developed by Tschannen-Moran and Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005), were used as data collection too...
Space and Culture, India
The article presents the results of research work on the formation of cognitive flexibility (CF) as an essential competence of the future teachers’ multicultural personality. It has been shown that various branches of knowledge (psychology, philosophy, clinical medicine, pedagogy, and others) contribute to the scientific and theoretical substantiation of CF, which is included in the TOP-10 most requested competencies in the XXI century. Based on the analysis of the essence and nature of the future teachers’ multicultural personality, the hypothesis that the competence of CF should become a vital component of personal development was put forward. To test this hypothesis, a pedagogical experiment was organised, which covered 33 future teachers studying "Educational, Pedagogical Sciences" at the Precarpathian National University (Ivano-Frankivsk, Ukraine). The experiment was conducted in four stages: on the first preparatory stage, a defined program of experimental activities...
The Role of Flexibility in the Realization of Inclusive Education
Sustainability, 2021
This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, attitudes towards social benefits of inclusion for students with emotional and behavioral disturbances, and on teachers’ self-efficacy regarding the support of students’ social skills. Furthermore, indirect effects of flexibility on intentions and behavior regarding the support of social skills were found. The findings emphasize the importance of teachers’ flexibility in the realization of inclusive education.
Social Cognition and Professional Competencies among B.T Assistant Teachers (IJIFR-V4-E5-008)
Social cognition has its roots in social psychology which attempts "to understand and explain how the thoughts, feelings, and behavior of individuals are influenced by the actual, imagined, or implied presence of others" (Allport, 1985). It also studies about an individual within social or cultural context and focuses on how people perceive and interpret information they generate themselves (intrapersonal) and from others (interpersonal). In nutshell, social cognition influences the functioning of a teacher and his social interactions and his professional competencies help him to discharge his professional duties and responsibilities effectively and efficiently and also reshape his personality, habits and attitudes. The investigator being a teacher educator has prepared his mind to study about social cognition and professional competencies of B.
A context for cognitive education: Teachers’ beliefs
2013
Much emphasis in the field of Cognitive Education is on the effects for children and young people. Rather less attention has been paid to the characteristics of the educator and context. Even less attention seems to have been given to the interaction between teachers and learners and the appropriate contingencies. In this paper I draw on literature that demonstrates the salience of teachers' beliefs in their efficacy as educators. Teachers' beliefs in their efficacy have been shown to be related to the achievements of their students (Caprara, et al, 2006; Guo, et al, 2010). I also draw on our own research (Gibbs & Powell, 2012) that indicates that teachers' collective beliefs are related to pupil inclusion and achievement. This is related to evidence suggesting that school leadership style is a factor in determining how effective teachers believe they will be and the outcomes for children. In conclusion I suggest that these are important considerations for the development of effective cognitive education. Questions for practitioners and researchers in this field include: 1. What is it that enables cognitive educators to believe they can be effective and enhance children's cognitions and metacognition? 2. In relation to teachers' efficacy beliefs and associated practice what are viable analogies with the principles and practices of cognitive education? 3. If teacher efficacy has been shown to enhance pupil achievement in certain areas why might this be true for cognitive educators? 4. How might the ideas in this paper mediate the learning and practice of those who mediate children's learning? 5. How might cognitive education enhance children's self-efficacy beliefs?
Psychology and Education: A Multidisciplinary Journal, 2022
This quantitative descriptive-correlational research aimed to describe teachers' knowledge, skills, and attitude of the Junior High School department at Lemery National High School (LNHS) on the implementation of flexible teaching and learning. The dependent variable are teachers' knowledge, skills, and attitudes. The independent variables are the personal factors namely: age, civil status, number of years in the teaching profession, and educational attainment. The study utilized the forty-three (43) in-service junior high school teachers of LNHS using a researcher-made questionnaire. Based on the statistical findings of the study, the implementation of flexible teaching and learning, the level of teachers' knowledge when taken as a whole is "Above Average" (M= 4.18). When grouped according to age, teachers who are 40 years old and above have a "High" result (M=4.22) as compared with those teachers belonging to 20 to 39 years old. When grouped according to sex, male respondents showed a "High" result (M=4.22) as compared with female respondents. When grouped according to number of years in the teaching profession, whether coming from below 10 years and above 10 years, both categories showed an "Above Average" result (M= 4.20 and M=4.15). Finally, when grouped according to position/rank, Master Teachers showed a "High" result (M=4.50). When taken as a whole and when grouped according to age, sex, number of years in the teaching profession, and positions/rank, the level teachers' skills are "Very Good" (M=3.90). In the implementation of flexible teaching and learning, the level of teacher's attitude is "Positive" when taken as a whole and when grouped according to age, sex, number of years in the teaching profession, and position/rank. There is no significant difference in the level of teachers' knowledge, skills, and attitudes as a whole and when classified according to age, sex, number of years in the teaching, and position/rank towards the implementation of flexible teaching and learning. Finally, there is a significant relationship in the level of teachers' knowledge, skills, and attitudes in the implementation of flexible teaching and learning.
Problems of Education in the 21st Century, 2014
With the aim of dealing with educational cross-domain problems that are likely to appear in each course regardless of the teaching domain, the teachers can either take the initiative to help or they can choose not to intervene. Despite the helpful recommendations to make all pupils participate (UNESCO) or no child left behind (NCLB in the United States), most teachers are unaware of their differential helping behavior when they are faced with an ambiguous or problematic educational situation. In line with the bystander effect literature and stereotype content model, the mechanism that underlies the decision of not helping is identified as the feeling that drives an individual to get into the given situation: the feeling of being concerned (FBC). FBC is supposed to redirect individuals away from hasty, biased conclusions and lead them to some distance from any information (i.e., social cognitive flexibility). It is hypothesized that the more one feels concerned by the situation, the ...