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).}} | |||
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Revision as of 15:53, 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).”
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
- Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.
- 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.