scholarly journals Investigating the Teaching and Learning Conceptions and Scientific Epistemological Beliefs of Pre-service Teachers’: A Longitudinal Study

2017 ◽  
Vol 42 (189) ◽  
Author(s):  
Fatma Bıkmaz
Keyword(s):  
Longitudinal Study ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Learning Conceptions

The development of epistemological beliefs among secondary students: A longitudinal study.

1997 ◽  
Vol 89 (1) ◽  
pp. 37-40 ◽  
Author(s):  
Marlene Schommer ◽  
Christy Calvert ◽  
Gianna Gariglietti ◽  
Amit Bajaj
Keyword(s):  
Longitudinal Study ◽  
Secondary Students ◽  
Epistemological Beliefs

Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme

2018 ◽  
Vol 17 (3) ◽  
pp. 262-285 ◽  
Author(s):  
Sandra Forrest
Keyword(s):  
Focus Groups ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
International Baccalaureate ◽  
Explicit Instruction ◽  
Continuing Professional Development ◽  
Approaches To Learning ◽  
Training Model ◽  
Summative Evaluation

This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a student-centred, process-focused approach in which the ‘Approaches to Learning’ (ATL) element of the IB curriculum takes a central role. Given its emphasis on participants’ collective perspectives, focus groups were selected as the data collection method. Respondents were twelve teachers with diverse backgrounds and experience, from different school departments, with varying teaching styles, epistemological beliefs and views regarding ATL. This study includes a discussion of the literature with reference to teachers’ beliefs, attitudes, values and knowledge, the role these play in teaching practices, the extent to which CPD may be able to influence them, and the elements of CPD which make teachers’ development more likely. Findings indicate that formatively assessing teachers’ development from CPD, and development itself, are ‘messy’ processes, as is trying to distinguish between ‘student-centred’ and ‘teacher-centred’ teaching in relation to facilitating self-regulated learning. Differences were identified in how experienced teachers, particularly those with Postgraduate Certificate in Education (PGCE) certification and new teachers, particularly those without a PGCE, reacted to CPD and developed in relation to the aims of CPD. However, these issues were mitigated over time by the CPD programme’s emphasis on collegiality and its coherence with previous CPD and IB standards for teaching and learning. Students’ increasing competence with, and acceptance of, student-centred teaching also made it easier for teachers to develop their practice, illuminating the nature of enculturation as a driver of learning. Importantly, formative assessment helped the researcher to understand the complex and incremental nature of teachers’ development as well as gain insights into how CPD contributed to that development. This investigation demonstrates that brief experiences of top down, whole school, ‘training model’ CPD can, indeed, enhance teachers’ student-centredness and facilitate explicit instruction of ATL skills, and illustrates the utility of using focus groups to formatively assess, and summatively evaluate, teachers’ CPD.

scholarly journals Initial Beliefs of Preservice Chemistry Teachers in Croatia

2020 ◽  
Vol 10 (1) ◽  
pp. 37-57
Author(s):  
Lana Šojat
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Learning Theories ◽  
Chemistry Teachers ◽  
Teaching Objectives ◽  
Open Questions ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teacher Professional

In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers’ beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.

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