Download or read book Development of Teacher Beliefs Through Online Instruction written by Sissy S. Wong and published by . This book was released on 2016 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding teachers' beliefs is important because beliefs influence teacher decisions. In science, teacher beliefs have an impact on how science curriculum is interpreted and implemented in the classroom. With the push for science, technology, engineering, and mathematics (STEM) education in the United States, it is also critical to examine the beliefs of teachers who integrate science in the classroom. This study of 21 U.S. middle school science and mathematics teachers found that teachers' participation in the first year of a two-year graduate online program that emphasised inquiry-based instruction and student-centred frames of mind influenced participants' beliefs. Overall, participants moved toward holding more student-centred beliefs. When types of beliefs were disaggregated, participants' beliefs about teaching and about learning both moved toward a more student-centred position. Further, teachers' beliefs significantly changed regardless of their years of teaching experience. One surprising finding was that science teachers' beliefs changed significantly, while those of mathematics teachers did not. The findings from this study support the notion that formal knowledge has an impact on teacher beliefs.
Download or read book Understanding Teacher Development written by Andy Hargreaves and published by . This book was released on 1992-01-01 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Agency written by Mark Priestley and published by Bloomsbury Publishing. This book was released on 2015-10-22 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.
Download or read book The Role of Science Teachers Beliefs in International Classrooms written by Robert Evans and published by Springer. This book was released on 2014-09-11 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.
Download or read book International Handbook of Research on Teachers Beliefs written by Helenrose Fives and published by Routledge. This book was released on 2014-08-21 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Download or read book TALIS Creating Effective Teaching and Learning Environments First Results from TALIS written by OECD and published by OECD Publishing. This book was released on 2009-07-21 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: This publication is the first report from the OECD’s Teaching and Learning International Survey (TALIS). It provides quantitative, policy-relevant information on the teaching and learning environment in schools in 23 countries.
Download or read book Beliefs About Text and Instruction With Text written by Ruth Garner and published by Routledge. This book was released on 2019-06-06 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every day in classrooms, teachers and students think about and with text. Their beliefs about what text is, who created it, and how to evaluate it are an influence, often a profoundly important one, on how they use text. This book brings together research on epistemology, belief systems, teacher beliefs, and text -- research that is usually presented separately, and in different disciplines. The editors illustrate what a cross-disciplinary body of work looks like, what varied insights are possible, and when the central concerns are beliefs and text. Written by respected researchers in the fields of psychology and education, the chapters are clustered thematically into three sections: * childrens' and adults' beliefs about text. * beliefs about what should be taught and how particular content should be taught and assessed in classrooms. * commentary on knowing versus believing, on the literatures that inform this body of work, and on belief systems. The first to address this important topic in a single volume, this book provides an essential synthesis of current research in an active area of inquiry. The chapters are pieces framed in a time and place with particular intentions -- one of those intentions is that they separately and as a whole stimulate discussion about beliefs and text.
Download or read book Teacher Thinking Beliefs and Knowledge in Higher Education written by N. Hativa and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 535 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning. It is for education researchers, staff/faculty developers and educational developers.
Download or read book The Development of Preservice English Teacher Beliefs about Literacy Teaching and Students written by Kelly Renee Simon and published by . This book was released on 2012 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt: The development of preservice teacher beliefs is a complicated, non-linear process. It has been suggested that preservice teacher beliefs are highly impacted by their past histories as students, and that these beliefs act as a filter for interpreting the coursework and ideas in their teacher education programs. Understanding the way preservice teachers form beliefs can give insight into the choices teachers enact in practice. This dissertation considers the processes by which a cohort of 12 preservice English teachers formed beliefs about literacy, teaching, and learning in a 13-month professional program. The study traces the belief development of the research participants and identifies opportunities within the teacher education program that promoted nuances in perspectives related to literacy, teaching, and learning. Grounded theory was used to code and interpret the ethnographic data collected in six courses. Data included in-class discourse, reflective writing, online forum posts, and high stakes writing assignments staggered throughout the program. Analysis of this data indicated that when candidates integrated experiential evidencing and theoretical referencing into their written and spoken discourse, their beliefs were more nuanced. The findings also indicated that while candidates entered with pre-existing beliefs, these beliefs did not necessarily change, but instead developed within given contexts. This study therefore suggests a fresh way of framing forthcoming research on teacher beliefs, not as constructs that are static or in need of changing, but instead as resources that candidates draw from in relation to certain contexts and opportunities.
Download or read book Research Anthology on Remote Teaching and Learning and the Future of Online Education written by Management Association, Information Resources and published by IGI Global. This book was released on 2022-09-02 with total page 2511 pages. Available in PDF, EPUB and Kindle. Book excerpt: The sudden implementation of emergency health procedures at the start of the COVID-19 pandemic forced many educators and educational institutions to explore new territory in terms of policy, teaching strategy, and more. Now that many institutions are familiar with online education, innovations have been developed and implemented. It is essential to study these best practices and innovations that have been developed in remote teaching and learning to better understand the future of online education. The Research Anthology on Remote Teaching and Learning and the Future of Online Education explores the recent developments, strategies, and innovations in remote teaching and learning that have been implemented globally. Covering topics such as emergency remote teaching, psycho-social well-being, and cross-cultural communication, this major reference work is an indispensable resource for educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, librarians, government officials, IT managers, researchers, and academicians.
Download or read book Teacher Beliefs and Classroom Performance written by Amy Raths McAninch and published by Information Age Pub Incorporated. This book was released on 2003 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can professional development for teachers be more efficient and effective? This essential question lies at the heart of this timely and useful book. In an era marked by a heightened emphasis on school reform, the education and professional development of teachers is widely regarded as the keystone to educational improvement. Recently a bewildering array of online professional development programs has arisen. But how effective are these programs and how do they compare with one another? Inspired by a recent conference on usable knowledge at the Harvard Graduate School of Education, this book offers clear and practical answers to these and other questions about online professional development. The authors look closely at exemplary online programs, compare them carefully with one another, and draw helpful conclusions about themâboth for those who develop online programs, and for teachers and administrators in search of professional development programs that make a difference.
Download or read book Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods written by Sistek-Chandler, Cynthia Mary and published by IGI Global. This book was released on 2019-11-22 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exploring online learning through the lens of synchronous and asynchronous instructional methods can be beneficial to the online instructor and to the course designer. Understanding the underlying theoretical foundation is essential to justify both types of instructional pedagogies. Learning theory as it applies to online environments encompasses myriad techniques and practices. Edited by Dr. Cynthia Mary Sistek-Chandler, who was named the 2020 Higher Education Technology Leader Winner by EdTech Digest, Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods is an essential scholarly book that provides relevant and detailed research on the applications of synchronous and asynchronous instructional pedagogies and discusses why they are critical to the design and implementation of contemporary online courses. Featuring an array of topics such as student engagement, adaptive learning, and online instruction, this book is ideal for online instructors, instructional designers, curriculum developers, course designers, academicians, administrators, e-learning professionals, researchers, and students.
Download or read book Developing Online Teaching in Higher Education written by Dianne Forbes and published by Springer Nature. This book was released on 2022-11-24 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book serves as a reference point to inform continuing professional learning and development (CPLD) initiatives at both individual and institutional levels. It serves as a guide for faculty engaged in online teaching within the higher education sector, in universities and vocational education institutions. It moves beyond a technology-driven approach by emphasising pedagogy and design as key issues in online teaching practice. It will highlight challenges to staff engagement and how they may be overcome, drawing on evidence-based examples and models of CPLD from institutions around the world. It is underpinned by a framework that emphasises the need for CPLD that is sustainable and adaptable to a range of contexts, particularly in professional learning and development. This book also highlights practices aimed at sustainable, continuing, learning, and brings together a range of solutions and suggestions to assist educators and institutions with CPLD.
Download or read book Teachers Belief written by Rajendra Kumar Shah Ph D and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies on beliefs dates back to the field of psychology in the early 1900s. After the 1920s, however, interest in beliefs waned. It was not until the 1960s with the work of some psychologists such as Rokeach that the subject was revisited. In the 1970s, the inception of cognitive science opened the door to further pursuits of beliefs research. A transformation in the focus of education research began at this time. Heretofore, the focus had included only a behavioral emphasis wherein teachers' intentions were largely ignored. But the development of cognitive science provided a venue for education researchers to give increased attention to teacher cognition. This focus involves teacher thinking, including teacher beliefs. This development catapulted the study of beliefs in the 1980s in a variety of fields, including education. The major aim of the present study is to explore the concept, meaning and definition of the teachers' belief. Secondary sources such as internet, online resources, journal articles, thesis, and dissertation have been utilized to prepare this article. Accordingly, a specific literature search strategy was used in the present study. For this purpose, a literary search and selection of the related studies focusing on the teachers' belief generated mainly two types of studies-the qualitative and the quantitative type of studies. I searched scholarly and online databases (Google Scholar, JStor, Proquest) for studies published between 1950 to till the date that focus on the teachers' belief and related policies, trends, and issues in various countries. Results of the present study shows that it is very difficult to define teachers' belief and teachers' beliefs are an intangible construct' as they are made up of rational ideas developed over a period of time, through experiences gained while trying to understand a students' mind, and monitoring classroom behavior how students react to lectures. As a mental construct, beliefs are not easily defined, and indeed most scholars come to the consensus that beliefs are notoriously difficult to define. Accordingly there is difference among belief, knowledge and attitudes and teachers' belief is developed on the basis of personal experiences; experiences with schooling and instruction; and experience with formal Knowledge. Anthropologists, social psychologists, and philosophers have contributed to an understanding of the nature of beliefs and their effects on actions. There is considerable congruence of definition among these three disciplines in that beliefs are thought of as psychologically - held understandings, premises or propositions about the world that are felt to be true.
Download or read book Reforming Teacher Education for Online Pedagogy Development written by Scheg, Abigail G. and published by IGI Global. This book was released on 2014-01-31 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book creates the argument for more sufficient online teacher preparation in higher education and is geared toward all members of higher education including faculty, administrators, and educational affiliates"--Provided by publisher.
Download or read book From Text to Lived Resources written by Ghislaine Gueudet and published by Springer Science & Business Media. This book was released on 2011-09-06 with total page 365 pages. Available in PDF, EPUB and Kindle. Book excerpt: What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term « ingénierie documentaire »,we call these processes « documentation ». The literal English translation is « to work with documents », but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.
Download or read book The Effects of Learner centered Beliefs of Online College Mathematics Instructors on Student Performance written by Jan Edwards-Webster and published by . This book was released on 2012 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The widespread adoption of online education as a viable source of teaching and learning has brought the use of the internet into mainstream education and with it the need to design and define a student-centered approach that pays attention to the abilities, interests, and preferences of the learner to support student achievement. The educational landscape has been forcibly impacted by the soaring numbers of institutions offering online programs, degrees, and certifications. This dissertation was designed to explore teacher beliefs on learner-centered practices and their effects on student performance. -- Consequently, a non-experimental study design was used to examine online teacher beliefs about the learner, learning, and teaching as well as the impact of their beliefs on student achievement. The researcher collected data via the Teacher Beliefs Survey and analyzed student achievement for the purpose of research. -- Demographic information describing the participants in the study is presented. In concert, descriptive statistics are presented to further describe statistically the participants and data collected from the Teacher Beliefs Survey. Research questions were explored statistically using Independent-Samples t -Tests, and Analysis of Variance. The overall data analysis resulted in a failure to reject the four null hypotheses and therefore did not show statistically significant differences among learner-centered teachers, non-learner-centered teachers, and student performance in the online postsecondary level. Subsequently, future research is needed to investigate the changes that take place in teaching practices, student achievement, and retention when professional development is geared towards online learner-centeredness. Additionally, research should also evaluate what differences may exist in instructors' and students' beliefs in those universities that have fully adopted the learner-centered model for the online classroom and the subsequent effects on achievement and retention. Every instructor can be learner-centered provided they are afforded the opportunity and support that emerged from this study. More importantly, further research can validate the import of this study to instruction.
