scholarly journals Investigation of the Relationship between Teaching and Learning Conceptions and Epistemological Beliefs among Student Teachers from Hashemite University in Jordan

2018 ◽  
Vol 7 (3) ◽  
Keyword(s):  
Student Teachers ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Learning Conceptions ◽  
Hashemite University ◽  
The Relationship

scholarly journals AS AULAS DOS ESTAGIÁRIOS DE GEOGRAFIA DA UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA: concepções e práticas

2019 ◽  
Vol 8 (16) ◽  
pp. 59-76
Author(s):  
Willian Falcão Lopes ◽  
Maria Cleonice Barbosa Braga ◽  
Solange Lucas Ribeiro
Keyword(s):  
Teaching And Learning ◽  
Scientific Paper ◽  
Constructivist Teaching ◽  
Transmission Of Knowledge ◽  
Bibliographical Survey ◽  
Constructive Teaching ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship

O presente artigo investigou as aulas desenvolvidas por estagiários de Geografia da UEFS na perspectiva de compreender a articulação entre as suas concepções teóricas e as práticas desenvolvidas no período de estágio de regência nas escolas, entre os semestres 2013.2 e 2014.1. Para tanto, foram desenvolvidos os seguintes procedimentos: levantamento e estudos bibliográficos sobre as concepções de ensino-aprendizagem; observação de seis aulas de cada uma das três duplas de estagiários participantes e entrevistas com 26 estagiários de Estágio Supervisionado em Geografia III. O estudo apoiou-se nas abordagens qualitativas de pesquisa, tendo como método o estudo de caso. A compreensão a que se chegou foi que a maioria dos estagiários investigados afirmam desenvolver um ensino construtivo, pensando a aula como o espaço onde se processa a relação entre o estudante, o professor e o conhecimento. Entretanto, nas observações das aulas identificou-se que a maior preocupação era em transmitir os conteúdos. Entende-se, portanto, que os participantes demonstravam conhecer as teorias que embasavam as relações de ensino e aprendizagem construtivistas, todavia, na prática, não conseguiam desenvolver procedimentos que encaminhassem os estudantes a construírem seus próprios conhecimentos. Assim, ficou perceptível que a apropriação do discurso, presente no cotidiano acadêmico, não assegura, necessariamente, mudanças nas práticas escolares. Palavras-chaveAula de Geografia, Concepções e práticas, Estágio de regência.THE LESSONS OF THE UEFS GEOGRAPHY TRAINERS: conceptions and practicesAbstractThis scientific paper investigated the classes developed by the Geography teacher internship program students from UEFS in the perspective of understanding the articulation between their theoretical conceptions and the practices developed during the teacher internship period in the schools between the semesters of 2013.2 and 2014.1.  For that, it was developed the following procedures:  bibliographical survey about the teaching and learning conceptions; observation of six lessons of each one of the three of participating interns; interviews with twenty-six interns of the Geography III Supervised Internship Program. The study was grounded in the qualitatives research approaches, having as method the case study. The comprehension achieved was that most of the investigated future teachers claims to seek to develop a constructive teaching, considering the class as a space were the relationship between the students and the teachers and these and the knowledge is processed. However, in the observations of the classes it was found that their biggest concern was with the transmission of knowledge. The interns demonstrated to well know the theories that based the constructivist teaching-learning relations, however, in practice they could not develop the procedures that would forward the students to construct their own knowledge.  Thus, it became clear that the appropriation of discourse, present in academic everyday life, does not necessarily guarantee changes in school practices.KeywordsGeography lesson, Conceptions and practices, Stage of regency.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals The Relationship Between Attitudes Toward Inclusion, Beliefs About Teaching and Learning, and Subsequent Automatic Evaluations Amongst Student Teachers

2020 ◽  
Vol 5 ◽  
Author(s):  
Moritz Börnert-Ringleb ◽  
Andrea Westphal ◽  
Nicole Zaruba ◽  
Franziska Gutmann ◽  
Miriam Vock
Keyword(s):  
Student Teachers ◽  
Teaching And Learning ◽  
Attitudes Toward Inclusion ◽  
Implicit Processes ◽  
Explicit Attitudes ◽  
Inclusive School ◽  
Beliefs About Teaching ◽  
Teachers Attitudes ◽  
The Relationship ◽  
Explicit Measures

Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.

scholarly journals The Analysis of the Relationship Between Teaching/Learning Conceptions and Reflective Thinking in Physical Education Teacher Candidates

2019 ◽  
Vol 12 (3) ◽  
pp. 116 ◽  
Author(s):  
Mehmet Behzat Turan ◽  
Kenan Koç
Keyword(s):  
Physical Education ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Reflective Thinking ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Conception Of Teaching ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship

This study aimed to analyse the relationship between teaching/learning conceptions and reflective thinking in physical education teacher candidates. To this end, the study recruited, on a voluntary basis, 640 students who were in 1st, 2nd, 3rd and 4th grade in the Department of Physical Education and Sports Teaching in the School of Physical Education and Sports at Erciyes, Ahi Evran, Selcuk and Haci Bektas Veli Universities during the 2017-2018 academic year. As data collection tools, the study used the Teaching/Learning Conception Questionnaire, Reflective Thinking Tendency Scale and Socio-demographic Information Form. The data obtained through the scales was statistically analyzed using SPSS 20.0 software. The candidates’ personal information and inventory total points as well as factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained on the scales, the Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the scores are predictive of each other. Consequently, it was found that the traditional conception of teaching and learning has no statistically significant relationship with any subscale of the reflective thinking tendency scale. On the other hand, the study revealed that the constructivist conception of teaching and learning is statistically correlated with reflective thinking in general and with the subscales open-mindedness and interrogative and effective teaching.

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