Session Information
SES C 01, Paper Session
Paper Session
Contribution
The research aims to determine in what way the teaching/learning process, on the level of every day classroom activities and practices is affected by teachers’ epistemic beliefs and expectations and what are the learning opportunities for the students in the light of those beliefs.
In the academia field, the belief itself, that teachers do have a conception on what is and is considered a good teaching practice is not a new one, but has often been disregarded in the research so far. Still over the past years the topic has gained on its significance, with main issues on teachers’ conception of knowledge, how that knowledge is gained, the learning process and students’ competencies in that process.
As a response to higher social and economic expectations, both in and outside the academia all countries are seeking to improve quality of their education. As schooling provides foundations for learning throughout life on both individual and national levels and since the most significant resource in schools are the teachers, they represent one of the focal points in school improvement efforts. Consequently it is argued that teachers’ beliefs, practices and attitudes are important for understanding and improving educational processes. In the daily professional life of every teacher they are closely linked to teachers’ strategies for coping with challenges and their general well-being. At the same time they shape students’ learning environment and influence student motivation and achievement regardless of their ethnicity, sex, class etc.
Therefore by examining teachers’ beliefs on teaching and learning more closely, an insight into teacher conceptions, as one of the principal factors in the learning process, will be gained; yet insight into teachers’ implicit ''knowledge'' will contribute on a higher level to a better understanding of social – cultural environment in which the children are being educated, with possible implications in regards to teacher training of both pre - service and in – service teachers.
The results shown in the paper consider first research phase of the PhD thesis, with specific goal to map teachers’ beliefs and to seize out types of teachers in regards to their beliefs and dominant practice in the school classroom.
Method
Expected Outcomes
References
Adelsteinsdottir, K. (2004). Teachers' behavior and practices in the classroom, Scandinavian Journal of Educational Research, 48, 1, 95 — 113 Bolhuis, S. & Voeten, M. J. M. (2004). Teachers' conceptions of student learning and own learning, Teachers and Teaching, 10, 1, 77 — 98 (eds.) Clarke, D., J., Emanuelsson, E., Jablonka & I., Mok (2006). Making Connections: Comparing Mathematics Classrooms Around the World, Rotterdam, Sense Publishers DeBacker, T.K.; Crowson, H.M.; Beesley, A.D; Thoma, S.J. & Hestevold, N.L. The Challenge of Measuring Epistemic Beliefs: An Analysis of Three Self-Report Instruments (2008). The Journal of Experimental Education, 76, 3, 281–312 de Brabander, C. J. and Rozendaal, J. S.(2007). Epistemological Beliefs, Social Status, and School Preference: An exploration of relationships, Scandinavian Journal of Educational Research, 51, 2, 141 — 162 de Vries, Y. & Beijard, D. (1999). Teachers’ Conceptions of Education: A practical knowledge perspective on ‘Good’ Teaching, Interchange, Vol 30/4, 371-397 Eley, M. G. (2006). Teachers’ conceptions of teaching and the making of specific decisions in planning to teach, Higher Education, 51, 191–214 Fives, M. M. & Buehl, H. (2008). What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability, Contemporary Educational Psychology, 33, 134–176 Munby, H.; Russell, T. & Martin, A. K. (2001). Teachers’ Knowledge and How It Develops, in Richardson, V. (Ed.) Handbook of Research on Teaching, 4th Edition, American Educational Research Association OECD (2005). Teachers matter: Attracting, Developing and Retaining Effective Teachers, OECD, Paris OECD (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS, OECD, Paris Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213–226
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