Central to the spirit of reflective teaching is the ability to focus critically on one’s own beliefs, cognitions, and concerns. Numerous proposals have been developed for implementing reflective practices in pre-service teacher education contexts with the aim of producing highly competent reflective teachers. However, it is imperative to identify the candidates’ beliefs and knowledge base befor...

Pre-service teacher cognition literature abounds with the concept of change as well as proposals regarding desirable conceptual changes to be undertaken so that teacher candidates can set out their path of professional development with right beliefs. Yet, such changes would seem less likely to occur if the trainees’ thoughts, beliefs, and cognitions are not identified in the f...

Beliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999, 2005). Additionally, attitudes toward technology can influence teachers’ technology uses (Myers & Halpin, 2002; Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teachi...

This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers’ beliefs and attitudes to ICT as ‘barriers’ to ICT integration (Ertmer, Ottenbreit-Leftwich & York, 2007; Higgins & Mosley, 2001; Loveless, 2003). This paper takes a closer look at the types of beliefs tha...

The use of classroom assessment is strongly supported to promote student learning. However, assessment for promoting learning is not yet widely used. On the contrary, summative assessments are emphasized and teachers continue to use classroom assessments primarily for grading students. Teachers' attitude and beliefs about students provide foundation for their philosophy of teaching. Teachers en...

language teacher assessment, like many aspects of second language teacher education, is changing. to understand factors that are driving the change, such as work of teaching generally, language teaching in particular, and the role of teachers’ knowledge in teaching, this study examined language teacher assessment schemes across the globe. the aim was to arrive at a set of shared beliefs, attitu...

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Teacher candidates should be prepared to integrate information and communication technology (ICT) into their future teaching practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities. The available research has thus far focused on isolated teacher related variables to explain the weak level of IC...