Session Information
10 SES 03 B, Research on Values, Beliefs and Understandings in Teacher Education
Paper Session
Contribution
Many studies have investigated typical students' misconceptions in teaching process. Misconceptions (also called a conceptual misunderstandings, preconception, preconceived notions, naive beliefs, alternative conception, alternative beliefs, non-scientific beliefs, naive knowledge, naive theories) are those personal intuitive beliefs about functioning of the physical world and social environment that are different (or even opposite) from scientific knowledge and explanations given in school. Those beliefs are constructed on personal perception, practice and life experience of every individual. Misconceptions are the part of the individuals’ implicit beliefs such as folk-psychology or folk-pedagogy. More specifically, they refer to the contents that have been learned in school. Problem with misconceptions is their resistant nature that continues to exist in spite of school education.
Misconceptions also appear in teachers’ professional lives. Apart from professional training, every teacher has his/hers own implicit understanding of various psychological phenomena that are important for teaching/learning process, i.e., what is the nature of learning/ teaching processes, what is teacher’s role or student’s role etc. This is important both for the educational psychology theory and for the research, but also for educational practice, educational policy creation and implying innovations in the practice.
This paper focuses on the research of naïve beliefs and understanding of the active learning and students’ activity concepts in teaching/learning process. It is very important to establish what kind of beliefs (misconceptions) teachers have, in order to make their professional training more efficient (both initial and in/service teacher training). According to the socio-constructivist understanding of the learning process it is necessary to make all the existing naïve beliefs about the subject of learning obvious. They have to be transparent, and children have to be guided carefully through the process of transformation from naïve intuitive beliefs to the scientific knowledge. This implies that teachers also have to be trained in a same manner. Teacher’s professional practice is influenced by their naïve implicit beliefs, so we have to research those believes in order to improve their process of teaching.
In our research we examined naïve beliefs of two groups of teachers – one group was made from university professors and the other one from primary school teachers. The research took place in the city environment, in Belgrade - capital of Serbia. University professors have differed from primary school teachers in their initial psychological-pedagogical education as well as n their personal and professional experience. Those differences probably influenced their beliefs about active learning.
We chose city school teachers because they are closer to the source of information and reform actions as well as they have more opportunities to contact educational institutions which are crucial for the changes in educational system. Also, city schools have better conditions for teachers’ professional trainings and they can more easily relate teachers to innovations in education.
Method
Expected Outcomes
References
1. Ivić, I., Pešikan, A., Antić, S. (2002). Active Learning: Manual for implementation of active learning/teaching methods 2, Institut za psihologiju & UNICEF, Beograd 2. Antić, S. (2007). Misconceptions persistant despite school studying, Zbornik Instituta za pedagoška istraživanja, vol. 39, No 1. str.48-68, Institut za pedagoška istraživanja, Beograd 3. Pesikan, A., Antić, S. i Marinković, S. (2010). Koncepcija stručnog usavrsavanja anstavnika u Srbiji: izmedju proklamovanog i skrivenog modela. Nastava i vaspitanje, NV god. LIX, broj 2, str. 278-297 4. Pešikan, A., Antić, S. i Marinković, S. (2010b). In – service teacher trainin: how far we are from an efficient model. Nastava i vaspitanje, NV god. LIX, br.3, str. 471-483 5. Pešikan, A. i Antić, S. (2009): Implicit theories of academics on the nature of teaching/learning process, 3rd TEPE Conference, Umea, Sweden (http://htk.tlu.ee/tepe/papers/) 6. Buchberger, F., Campos, B.P, Kallos, S. & Stephenson, J. (Eds)(2000). Green Paper on Teacher Education in Europe – High Quality Teacher Education for High Quality Education and Training. Thematic Network on Teacher Education in Europe, Umea, Sweden 7. Desimone, L.M., Porter,A.C., Garet,M.S., Yoon, K.S. i Birman,B.F. (2002). Effects of Professional Development on Teachers' Instruction: Results from a Three-Year Longitudinal Study. Educational Evaluation and Policy Analysis, Vol. 24, No. 2., pp. 81-112 8. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F. & Yoon K.S. (2001). What Makes Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal, Vol. 38, No. 4, pp. 915–945 9. Guskey,T.R.& Yoon,K.S. (2009).What works in professional Development?Phi Delta Kappan, 495-500 10. Hill, H.C. (2009, March). Fixing Teacher Professional Development. Phi Delta Kappan, 470-476 11. Hirsh, S. and Killion, J. (2009, March). Eight Principles Of Professional Learning Phi Delta Kappan, 464-469 12. Quality assurance in teacher education in Europe (2006), Eurydice - The information network on education in Europe), European Commission, Brussels
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