Educational belief: Difference between revisions
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Biesta et al (2015) <ref>Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. http://doi.org/10.1080/13540602.2015.1044325</ref> identify {{quotation|three areas of teachers’ beliefs: beliefs about children and young people; beliefs about teaching; and beliefs about the purposes of education.}} | Biesta et al (2015) <ref>Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. http://doi.org/10.1080/13540602.2015.1044325</ref> identify {{quotation|three areas of teachers’ beliefs: beliefs about children and young people; beliefs about teaching; and beliefs about the purposes of education.}} | ||
According to Tondeur et al. (2019), <ref>Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. http://doi.org/10.1007/s11423-016-9481-2</ref> {{quotation|Ultimately, teachers’ personal pedagogical beliefs play a key role in their pedagogical decisions regarding whether and how to integrate technology within their classroom practices (Deng et al. 2014; Inan and Lowther 2010).}} | According to Tondeur et al. (2019), <ref>Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. http://doi.org/10.1007/s11423-016-9481-2</ref> {{quotation|Ultimately, teachers’ personal pedagogical beliefs play a key role in their pedagogical decisions regarding whether and how to integrate technology within their classroom practices (Deng et al. 2014; Inan and Lowther 2010). Researchers have argued that teachers’ classroom practices are highly influenced by their pedagogical beliefs (Fives and Gill 2015; Kagan 1992; Pajares 1992; Richardson 1996). Based on the results of previous research (Ertmer et al. 2015; Hermans et al. 2008; Lin et al. 2012; Zhao and Frank 2003), teachers select applications of technology that align with their selections of other curricular variables and methods (e.g., teaching strategies) and that also align with their existing beliefs about ‘good’ education. [...] In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer 2005; Lim and Chan 2007; Liu 2011; Sang et al. 2010a). }} | ||
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Revision as of 15:56, 18 February 2019
Introduction
“The last two decades have witnessed a growing tendency to perceive teachingas a professional activity requiring complex and demanding cognitiveprocesses. Understanding teaching necessitates understanding teachers’ thinking, beliefs and knowledge regarding teaching, learning and students.” (Hativa, 2000) [1]
“The thinking, planning, and decision making of teachers constitute a large part of the psychological context of teaching. It is within this context that curriculum is interpreted and acted upon; where teachers teach and students learn. Teacher behaviour is substantially influenced and even determined by teachers’ thought processes. These are the fundamental assumptions behind the literature that has come to be called research on teacher thinking. (Clark & Peterson, 1986, p. 255).”, cited by Hativa and Goodyear (2002) [2]
Beliefs are part of teachers' thinking, i.e. there is a relationship between teachers' thinking (e.g. their educational beliefs) and their educational practice.
Biesta et al (2015) [3] identify “three areas of teachers’ beliefs: beliefs about children and young people; beliefs about teaching; and beliefs about the purposes of education.”
According to Tondeur et al. (2019), [4] “Ultimately, teachers’ personal pedagogical beliefs play a key role in their pedagogical decisions regarding whether and how to integrate technology within their classroom practices (Deng et al. 2014; Inan and Lowther 2010). Researchers have argued that teachers’ classroom practices are highly influenced by their pedagogical beliefs (Fives and Gill 2015; Kagan 1992; Pajares 1992; Richardson 1996). Based on the results of previous research (Ertmer et al. 2015; Hermans et al. 2008; Lin et al. 2012; Zhao and Frank 2003), teachers select applications of technology that align with their selections of other curricular variables and methods (e.g., teaching strategies) and that also align with their existing beliefs about ‘good’ education. [...] In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer 2005; Lim and Chan 2007; Liu 2011; Sang et al. 2010a).”
See also:
Bibliography
Cited with footnotes
- ↑ Hativa, N. (2000). Teacher thinking, beliefs, and knowledge in higher education: An introduction. Instructional Science, 28(5), 331–334. http://doi.org/10.1023/A:1026522620526
- ↑ Hativa, N., & Goodyear, P. (2002). Research on Teacher Thinking, Beliefs, and Knowledge in Higher Education: Foundations, Status and Prospects. In Teacher Thinking, Beliefs and Knowledge in Higher Education (pp. 335–359). Dordrecht: Springer Netherlands. http://doi.org/10.1007/978-94-010-0593-7_15
- ↑ Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. http://doi.org/10.1080/13540602.2015.1044325
- ↑ Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. http://doi.org/10.1007/s11423-016-9481-2
Other
- Deng, F., Chai, C. S., Tsai, C. C., & Lee, M. H. (2014). The relationships among Chinese practicing teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. Journal of Educational Technology & Society, 17(2), 245–256.
- Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.
- Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research and Development, 58(2), 137–154.
- Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.
- Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
- Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332.
- Van Driel, J. H., Bulte, A. M. W., & Verloop, N. (2007). The relationships between teachers’ general beliefs about teaching and learning and their domain specific curricular beliefs. Learning and Instruction, 17(2), 156–171.
- Voet, M., & De Wever, B. (2017a). Effects of immersion in inquiry-based learning on student teachers’ educational beliefs. Instructional Science.
- Wallace, C., & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innova-tion in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies, 43, 357–381
- Woofolk Hoy, A. W., Davis, H., & Pape, S. (2006). Teachers’ knowledge, beliefs and thinking. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed., pp. 715–737). Mahwah, NJ: Erlbaum.