31 SES 05 A, Researching Teacher Beliefs on Multilingualism: Novel Findings and Innovation in Research Methodology
Challenges in researching teacher beliefs involve the fact that they are intertwined with teacher knowledge, may not be conscious, and most importantly stand in a reciprocal relationship with teaching practice (Borg, 2001; Santagata & Yeh, 2016). This tight interconnection of beliefs and teaching practice calls for holistic research approaches that explicitly consider the context-dependency of beliefs. With that being said, widely-used methods in research on teacher beliefs such as questionnaires and interviews fall short in capturing crucial information on the teaching. A more context-sensitive research approach for teacher beliefs research provides the construct of teacher noticing. Teacher noticing is the ability to notice and reason about relevant classroom events and has been established as a situation-specific skill that intermediates bidirectionally between professional knowledge and beliefs on one side and classroom practice on the other (Meschede et al., 2017). In this framework, professional knowledge and beliefs are seen to influence teachers’ perception, interpretation and decision-making processes and classroom practice, while at the same time, classroom practice vice versa influences teachers’ professional knowledge and beliefs (Roose et al., 2019; Santagata & Yeh, 2016). This paper presents a mixed-methods study conducted in Austria investigating the influence of a teacher education seminar about multilingualism in education on corresponding beliefs among pre-service teachers of different school subjects. To assess pre-service teachers’ noticing, the data presented in this study were collected with a pre- and post-video analysis task that students (n=52) completed at the beginning and the end of a 14-week seminar. In this task, the stimuls included short video-taped episodes of specific multilingual classroom situations (video vignettes). Such videos provide rich context to elicit information and therefore have been found to be particularly well-suited to gain insights into context-sensitive constructs such as teacher beliefs (Skilling & Stylianides, 2020). Additionally, the study includes data from stimulated recall interviews (n=11) that provide comprehensive insights into participants’ beliefs during the video analysis (Gass & Mackey, 2016). The interviews in combination with the video analysis task give multi-faceted insight on how participants’ beliefs influenced their perception of the teaching context in the videos. The aim of this contribution is to outline the potential of the methodological approach in this study and call for a more context-sensitive and eventually more performance-oriented approach to teacher belief research.
Borg, M. (2001). Teachers’ beliefs. ELT Journal, 55(2), 186–188. https://doi.org/10.1093/elt/55.2.186 Gass, S. M., & Mackey, A. (2016). Stimulated Recall Methodology in Applied Linguistics and L2 Research. New York/London: Routledge. Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158–170. https://doi.org/10.1016/j.tate.2017.04.010 Roose, I., Vantieghem, W., Vanderlinde, R., & Avermaet, P. Van. (2019). Beliefs as filters for comparing inclusive classroom situations. Connecting teachers ’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips. Contemporary Educational Psychology, 56(January), 140–151. https://doi.org/10.1016/j.cedpsych.2019.01.002 Santagata, R., & Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM - Mathematics Education, 48(1–2), 153–165. https://doi.org/10.1007/s11858-015-0737-9 Skilling, K., & Stylianides, G. J. (2020). Using vignettes in educational research: a framework for vignette construction. International Journal of Research and Method in Education, 43(5), 541–556. https://doi.org/10.1080/1743727X.2019.1704243
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.