Teacher development: teacher beliefs, diversified approaches, and processes
نویسندگان
چکیده
منابع مشابه
Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs
We examined the impact of a state mandated K-12 mathematics professional development course on knowledge, self-efficacy and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items from the Lear...
متن کاملTeacher Beliefs...1 Teacher Pedagogical Beliefs and Classroom Technology Use: A Critical Link
While the conditions for successful technology integration finally appear to be in place including ready access to technology, moderately trained teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers’ pedagogical beliefs, may be at work. Previous researchers have noted the influ...
متن کاملTeacher Cognition and Personal Beliefs: A Harmonious Mismatch?
Some engravings are meant to be adored and some possibly abhorred. Teacher cognition, as a meant-to-be-praised engraving, is defined by Borg (2003, p. 81) as “the unobservable cognitive dimension of teaching what teachers know, believe, and think.” This concept in teaching has recently gained momentum meaning that teachers learn so much about their teaching through the vast experience they have...
متن کاملThe role of beliefs in teacher agency
Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opin...
متن کاملComparing Experiential Approaches: Structured Language Learning Experiences versus Conversation Partners for Changing Pre-Service Teacher Beliefs
Research has shown that language teachers’ beliefs are often difficult to change through education. Experiential learning may help, but more research is needed to understand how experiential approaches shape perceptions. This study compares two approaches, conversation partners (CONV) and structured language learning experiences (SLLE), integrated into a course in language acquisition. Partici...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Teachers and Teaching
سال: 2016
ISSN: 1354-0602,1470-1278
DOI: 10.1080/13540602.2016.1185815