Teachers’ Beliefs about Classroom Teaching – Teachers’ Knowledge and Teaching Approaches (original) (raw)
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research paper, 2022
Teachers’ beliefs play a vital role in the process of teaching and learning. These beliefs are often reflected in their practices which lead to the formation of their instructional decision making. Pre-service teacher education programs are offered in many universities of Pakistan with the aim to prepare professional teachers with strong beliefs in the value of teaching profession. Therefore, this qualitative case study aimed to explore the transformation of teachers’ beliefs regarding teaching skills during a Bachelor of Education (B.Ed.) program in the context of Khyber Pakhtunkhwa (KP). The data were collected from eight participants through semi-structured interviews in two phases: before teaching practice and after teaching practice. Findings revealed that pre-service teachers joined B.Ed. program with certain traditional beliefs about teaching skills that were rooted in their past experiences as students. The transformation of those beliefs took place at the time of teaching practice in a real classroom. The paper concludes that only coursework of pre-service teacher education might not be sufficient to transform prospective teachers’ beliefs, rather the teaching practice should be a contributory factor in transforming their pedagogical beliefs. This could mainly be attributed to the prospective teachers’ practical experiences in real classroom situations during the teaching practice. The study has important implications for teacher educators and educational researchers in terms of highlighting the important role of teaching practice in the professional preparation and development of prospective teachers.
An Analysis of the Candidate Teachers’ Beliefs Related to Knowledge, Learning and Teaching
Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers “belief points” were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers’ belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals’ beliefs on knowledge, learning and teaching are highly interdependent.
Teacher education in Pakistan with particular reference to teachers' conceptions of teaching
2006
This paper discusses teacher education in Pakistan with particular emphasis on teachers' conceptions of teaching in improving quality of education. This paper is based on an initial study that examines teachers' conceptions of teaching in the context of Pakistan. The study seeks to explore whether teachers' conceptions of teaching influence decision-making in classroom teaching. It describes conditions of teaching and learning in Pakistan and argues for reform in teacher education to improve quality of teaching and learning.
Teaching Practices, Teachers’Beliefs and Attitudes
88 Highlights 89 Introduction 89 Theoretical background and analytical framework 92 Beliefs about the nature of teaching and learning 97 Classroom teaching practice 101 Teachers' professional activities: co-operation among staff 103 Classroom environment 108 School-level environment: school climate 111 Job-related attitudes: self-efficacy and job satisfaction 113 Understanding teachers' professionalism: first steps in linking the school context and teachers' beliefs and practices to teachers' perceived efficacy and the quality of the learning environment 120 Conclusions and implications for policy and practice
What Teachers’ Beliefs on Teaching? An Exploring Study of High School Teachers
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Belief plays an important role in many aspects of teaching, it influences the way of teachers to make decisions and actions in the classroom. What teachers believe about teaching-learning becomes central to determining their actual behavior towards students and education in general. This study aims to find the beliefs of teachers about their profession. The data were collected by in-depth interview of three different subject teachers at SMA 6 Lhokseumawe. The study found that teachers' beliefs cannot always take into practice. Teachers believe that they are the key stakeholder for bringing better education, unfortunately, context and situation like educational system is a big dilemma for teachers to put their beliefs into classroom practice. The result of this study also revealed that all of the teachers are committed to their profession; two participants confessed that they never dreamt of being a teacher but they decided to be a teacher because of some reasons. Besides, all pa...
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The study examines how the Pakistani university teachers’ classroom instructional practices are associated with their pedagogic beliefs. Quantitative survey method was used with 100 teachers, selected using convenient sampling method and working in public and private universities situated all over the Punjab. The data were analyzed using SPSS 21 and descriptive statistics like mean & standard deviation and inferential statistics including Pearson’s product moment correlation coefficient and simple linear regression analysis were applied to explore Pakistani university teachers’ beliefs and practices and the relationship between them. Further t-test and ANOVA were used to find out the effects of different demographic characteristics of teachers on their beliefs and practices. The result demonstrate that classroom instructional practices of teachers are significantly correlated with their pedagogic beliefs. KEYWORDS University, Teacher, Instructional Practice, Pedagogic Belief
Exploring Teachers’ Beliefs and the Teaching Profession in Aceh
Abstract Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to ascertain their techniques, beliefs and career paths. The results show that teachers’ beliefs are related to the teaching methodologies that they use. According to the teachers’ beliefs, the teaching methodologies should be varied from time by time according to the situation and the curriculum. Besides, each participant has committed to a career in the teaching profession persistently despite facing many obstacles and challenges during teaching and learning. The participants dreamt of being teachers since they were children. The authors suggest other researchers might see applications of this research for studying the benefits and weaknesses of different teaching methodologies based on teachers’ beliefs. Keywords: Teachers’ beliefs, teaching methodology and teaching profession
The role of teachers' beliefs is pivotal in teaching learning process. These beliefs are suggested to be shaped within the social context. Training also plays a key role in shaping the beliefs of prospective teachers. This qualitative study explores changes in prospective teachers' beliefs about the teaching profession and the teachers' role in education during a pre-service training. Eight prospective teachers, enrolled in a Bachelor of Education (B.Ed) program in a Pakistani university participated in the study. Their entry time beliefs were compared with completion of training time beliefs. Data were collected using semi-structured interviews. Findings reveal that prior to training the beliefs of the participants were significantly influenced by their school experiences and interactions within the society. Findings also show that these beliefs transformed substantially after they went through the teacher training program. Practicum experience and the impact of instruction in the training program were the major factors that seem to have contributed to changes in beliefs of the prospective teachers. Suggestions include the integration of topics on teachers' beliefs about the teaching profession and the teachers' role in the syllabi development in this and similar teacher education program.
Exploring Teachers' Beliefs on Teaching and their Teaching Profession
As we know, education is all the effort of adults in interaction with children to lead them to develop their physical and spiritual maturity (Shrivastava, 2003). In education, human beings also underwent development, improvement, and enhancement of all the potential of humanity to make it better. This process is done in a conscious and deliberate way in order to form a perfect human, according to the demands of social and individual. And that is why the teacher for. Teacher will act as an educator, model, facilitator, parent, or even a friend due to do his duty in the classroom. The expected teacher is a kind of profession who demanded to be always in a fresh condition, energetic one, and ready for any conditions which can be happened in the classroom. An envisioned teacher should become a good example for his students.