20 results on '"teachers’ beliefs"'
Search Results
2. Russian teachers dealing with the full-scale invasion of Ukraine as a classroom issue
- Author
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Evgenia Efimova
- Subjects
controversial issues ,sensitive topics ,open classroom climate ,pedagogical strategies in disruptive moments ,teachers’ beliefs ,Special aspects of education ,LC8-6691 ,Social sciences (General) ,H1-99 - Abstract
Highlights: • Despite external pressure, there was a space for political discussion in the class, at least in the first weeks of the invasion • Teachers’ approaches differed based on their priorities: emotional support, democratic civic education, teacher-student relationships, political proselytism, or avoidance. • Attending to students’ private emotions came into conflict with postering their political passions • High professional status and strong school community support teachers in taking responsibility in times of crisis Purpose: This study investigates teachers’ professional judgement about Russia’s war on Ukraine as an unplanned, controversial classroom issue. Design: It employs 26 interviews with Russian teachers collected during the invasion's first month. Findings: The analysis identifies six situations and five teaching approaches that emerged in response to these, with varying degrees of student voice and political commitment. The inclusion of student voice is limited by perceived student passivity, lack of skill, and political disagreement with students. Satisfaction with the status quo, lack of social status, and fear of harming students were obstacles to pursuing political commitment. Research implications: By exploring the dynamics of depoliticisation in the classroom, this article adds to the literature on the co-construction of authoritarianism in Russia. It also highlights practices of resistance and ‘everyday politics’ stemming from teacher professionalism as a function of individual and structural factors.
- Published
- 2024
- Full Text
- View/download PDF
3. ELT inclusion of learners with SENs
- Author
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Guadalupe P. Noriega-Pérez, Rocío M. Paz-Dominguez, Tomás Hernández-Ángeles, and Martha G. Hernández-Alvarado
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inclusion ,elt ,visual impairment ,teachers' beliefs ,Philology. Linguistics ,P1-1091 ,Education (General) ,L7-991 - Abstract
Inclusion has been a topic of conversation in recent years since the need to integrate all students equally in ordinary classrooms has caused this boom in the educational community. In the context of English language teaching, teachers sometimes happen to have students with visual impairment. This disability has a negative impact English because it does not allow students to complete learning activities in the same way the rest of the students would. Therefore, this study focuses on visual impairment, and its objective is to explore what teachers' beliefs are regarding the opportunities for students with visual impairment to learn English and their inclusion in their classrooms. Data was collected through interviews, gathering comprehensive information about participants' beliefs regarding the English learning opportunities of these students and their inclusion within their classes. Data analysis was performed by coding interview responses and identifying specific patterns that were related to research questions that might be useful for the study. The study shows that there is insufficient information and training for teachers so there is a need to deeply understand their own beliefs to act wisely, strengthen inclusion, continue to provide the same opportunities and consolidate the way teachers interact with students with visual impairments. on learning
- Published
- 2023
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4. FOREIGN LANGUAGE TEACHING IN A DIGITAL ENVIRONMENT: TEACHERS' ATTITUDES AND BELIEFS
- Author
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Milena M. Vidosavljević
- Subjects
foreign languages ,language teaching ,ICT ,digital tools ,teachers' beliefs ,teachers' attitudes ,Philology. Linguistics ,P1-1091 - Abstract
Taking into account that traditional foreign language teaching is being moved to a virtual environment, the obligations of teachers are changing constantly. Their main tasks are to accept new technologies and develop their digital literacy. However, whether teachers will apply ICT in teaching practice depends on their personal and pedagogical attitudes and beliefs. When teachers’ attitudes and beliefs are positive, new technologies become one of their important teaching materials. The opposite of this, with negative attitudes and beliefs about applying ICT in teaching, teachers reject them and do not enable students to acquire new skills and knowledge in a virtual environment. In that sense, we wanted to examine the foreign language teachers’ attitudes about the use of ICT digital tools in Serbia. The results are obtained by the inferential analysis which is used to confirm or refute hypothesis about the possible conditioning of the identified factors. The results showed that positive attitudes of teachers have a positive effect on learning in a digital environment, but also that positive attitudes increase significantly with their education for the use of ICT. Finally, it was shown that teachers employed at the university have more negative attitudes about the advantages of language learning in a digital environment, in contrast to teachers employed in primary and secondary schools and in foreign language schools. In support of this, it is observed that training in this field is also necessary for teachers who work at faculties in order to increase awareness of the value of new technologies in the teaching process.
- Published
- 2023
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5. Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences
- Author
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Llompart Júlia and Birello Marilisa
- Subjects
teachers’ beliefs ,initial teacher training ,language ideologies ,educational and linguistic trajectories ,migrant origin teachers ,Special aspects of education ,LC8-6691 ,Geography. Anthropology. Recreation - Abstract
This article reports findings from an investigation into migrant and non-migrant origin pre-service teachers’ beliefs about multilingualism and the relationship between their linguistic trajectories as students and how they perceive themselves as future teachers. We analize the beliefs of around seventy pre-service teachers taking part in a university course, collected through an individual reflection tool based on a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and a group discussion in which students had to discuss their ideas and create a collective document. In this article we focus on the discourse of four pre-service teachers, two of whom had migration backgrounds and two of whom who did not. Findings suggest that pre-service teachers’ life and learning experiences contribute to different emotions and feeling about language and teaching in a multilingual setting. They also influence the perception the pre-service teachers have of themselves as future teachers. Pre-service teachers regard the preparation received at the university negatively and express insecurities. Findings illustrate that migrant origin pre-service teachers feel more prepared in the sense they believe that their migration experience can help to understand newcoming students and be empathic with them.
- Published
- 2020
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6. Überzeugungen von Geschichtslehrpersonen empirisch erforschen.
- Author
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Roland Bernhard
- Subjects
teachers’ beliefs ,history education ,empirical research ,teacher education ,history education research ,beliefs about history ,History (General) and history of Europe - Abstract
This article deals with a field of empirical history education research, which is currently attracting increased attention within the German-speaking and the international communities – namely history teachers’ beliefs. It is argued that although beliefs of history teachers are examined in many research projects, we do not have a common understanding of the construct. There is no widely accepted system of categories to which empirical research could relate. This article provides such a system with the aim of facilitating academic discussion about history teachers’ beliefs. I will present central topics and lines of discussion within the international empirical literature about history teachers’ beliefs, drawing on a literature review of 40 published articles in English, German and Spanish. Furthermore, some results from my own empirical project about the beliefs of Austrian history teachers are concisely presented. Based on a category system and a literature review, the contribution will finally discuss promising fields for future research on history teachers’ beliefs.
- Published
- 2021
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7. Überzeugungen von Geschichtslehrpersonen empirisch erforschen: Aktuelle internationale Trends und ein Kategoriensystem für die Geschichtsdidaktik.
- Author
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Bernhard, Roland
- Subjects
HISTORY teachers ,HISTORY education ,THEORY of knowledge ,EMPIRICAL research ,TEACHER education ,SPANISH language - Abstract
This article deals with a field of empirical history education research, which is currently attracting increased attention within the German-speaking and the international communities'-- namely history teachers' beliefs. It is argued that although beliefs of history teachers are examined in many research projects, we do not have a common understanding of the construct. Th ere is no widely accepted system of categories to which empirical research could relate. This article provides such a system with the aim of facilitating academic discussion about history teachers' beliefs. I will present central topics and lines of discussion within the international empirical literature about history teachers' beliefs, drawing on a literature review of 40 published articles in English, German and Spanish. Furthermore, some results from my own empirical project about the beliefs of Austrian history teachers are concisely presented. Based on a category system and a literature review, the contribution will finally discuss promising fi elds for future research on history teachers' beliefs. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
8. Evidence-informed teaching and practice-informed research.
- Author
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Ferguson, Leila E.
- Subjects
- *
TEACHER education research , *SCHOLARSHIPS , *COLLEGE curriculum , *EVIDENCE-based education , *COVID-19 pandemic - Abstract
In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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9. Spanish language teachers’ pedagogical beliefs in Chinese universities
- Author
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Xiuchuan Lu, Xiao Zou, and Jian Tao
- Subjects
Teachers’ beliefs ,Spanish language ,China ,Q methodology ,Philology. Linguistics ,P1-1091 - Abstract
Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments in eight Chinese universities were recruited as participants, and a Q-methodology analysis with supplementary interview data identified three types of pedagogical beliefs: “integrated capacity-building”, “ELE learning outcome-focused”, and “social interaction-focused”. The findings suggest that ELE teachers in China no longer subscribe to the traditional teaching methodology which places themselves at the class center, and have instead progressed along a continuum from teacher-centeredness to student-centeredness. With a novel focus on Spanish teachers’ beliefs in Chinese universities, this study provides insights into the teaching of languages other than English (LOTEs) in China, and helps to expand the methodological repertoire in the field of linguistic research.
- Published
- 2020
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10. „Teachers’ Beliefs': Inklusionsbezogene Überzeugungen von angehenden Lehrkräften hinsichtlich eines gemeinsamen Unterrichts
- Author
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Annika Endres, Björn Risch, Marie Schehl, and Philip Weinberger
- Subjects
Inklusion ,Professionalisierung ,Teachers’ Beliefs ,Lehramtsausbildung ,Inclusion ,Professionalization ,Education (General) ,L7-991 - Abstract
Professionelle Kompetenz gilt als zentrale Handlungsressource unterrichtlichen Handelns. Berufsbezogene Überzeugungen und Werte (beliefs) können dessen Qualität maßgeblich beeinflussen und sind Gegenstand zahlreicher empirischer Untersuchungen. Eine Vielzahl von Forschungsvorhaben präzisieren den gewählten Beliefbegriff hinsichtlich fachwissenschaftlicher, fachdidaktischer oder (sonder)pädagogischer Fragestellungen. In dem vorliegenden Beitrag wird zunächst unser Begriffsverständnis von professioneller Handlungskompetenz, Inklusion und Teachers’ Beliefs theoretisch begründet. Von diesen Betrachtungen ausgehend, wird das Forschungsdesign einer qualitativen Studie abgeleitet, welches die inklusionsbezogenen Überzeugungen von angehenden Lehrkräften hinsichtlich eines gemeinsamen Unterrichts beschreibt sowie Implikationen für die Hochschullehre aus Studierendenperspektive ermöglicht. Die Ergebnisse geben Aufschluss über das Heterogenitätsverständnis von Lehramtsstudierenden der Regelschule, deren vorherrschenden Rollenbildern und ideellen Überzeugungen zu inklusivem Unterricht. Sie skizzieren außerdem hochschuldidaktische Maßnahmen, welche aus Studierendenperspektive einen Beitrag für die Vorbereitung im Unterricht inklusiver Klassen leisten können. Konsequenzen, die sich aus unserer Sicht für die Ausbildung von Lehramtsstudierenden ergeben, werden mit Fokus auf die Entmystifizierung inklusionsbezogener Überzeugungen diskutiert. Abstract Professional competence is regarded as a central resource for teaching action. Job-related beliefs and values (beliefs) can significantly influence its quality and are the subject of numerous empirical studies. Research projects in various fields of educational science specify the chosen concept of belief with regard to scientific, didactic or (special) pedagogical questions. In this article, our understanding of the concepts of professional competence, inclusion and the teacher belief is first theoretically justified. Based on these considerations, the research design of a qualitative study is derived, which allows to describe the inclusion-related future teachers' beliefs regarding joint teaching as well as implications for higher education teaching from the student perspective. The results provide information about the heterogeneity of students in mainstream schools, prevailing role models, and ideological ideas about inclusive teaching. They also outline university didactic measures which, from a student perspective, can contribute to the preparation of inclusive classes. Consequences which, in our view, arise for the training of student teachers are discussed with a focus on demystifying inclusion-related convictions.
- Published
- 2020
- Full Text
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11. Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom
- Author
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Xiaodong Zhang
- Subjects
EFL textbook ,teachers’ beliefs ,systemic functional linguistics ,language use ,Philology. Linguistics ,P1-1091 - Abstract
This theoretical paper first explores how English-as-a-foreign-language (EFL) teachers’ beliefs impact their delivery of textbook content. In response to this important pedagogical relationship, as well as the trend of de-contextualized teaching in EFL settings, this paper argues for the compatibility of systemic functional linguistics (SFL) as an intervention tool to shape teachers’ beliefs and facilitate their deconstruction of textbook content in terms of the co-play between language form (i.e., grammar/vocabulary) and meaning representations. The paper ends with pedagogical strategies for pre-service and in-service EFL teacher education, enabling teachers to conceptualize the dynamic relationship between language form and meaning embedded in textbook content and to enact contextualized instruction in textbook-based classrooms.
- Published
- 2020
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12. COVID-19: Ein «Game-Changer» für digitale Medien in der Schule? Ergebnisse einer qualitativen Studie zu Veränderungen in den Überzeugungen angehender Lehrpersonen über ICT in Schule und Unterricht vor und nach dem pandemiebedingten Fernunterricht
- Author
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Schmidt, Robin
- Subjects
Emergency Remote Teaching ,Berufsbezogene Überzeugungen von Lehrpersonen ,ICT ,COVID-19 ,Digitale Medien ,Professionalisierung von Lehrpersonen ,Teachers' Beliefs - Abstract
Beliefs von Lehrpersonen über digitale Medien üben einen starken Einfluss auf schulische Praktiken aus. Bisherige Befunde zu Veränderungen dieser Beliefs durch den pandemiebedingten Fernunterricht sind uneindeutig. Die vorgestellte qualitative Studie erlaubt einen Vergleich von Inhalten und Strukturen dieser ICT-Beliefs angehender Lehrpersonen zwei Jahre vor und nach der Ausnahmesituation. Zentrale Ergebnisse werden im Vergleich dargestellt, wobei sich die Stabilität von ICT-Beliefs erneut bestätigt. Daraus sich ergebende Implikationen für die Lehrpersonenbildung werden diskutiert.
- Published
- 2023
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13. Überzeugungen von Lehrkräften, Adaptivität des Unterrichts und Lernergebnisse im Fach Englisch.
- Author
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Dohrmann, Julia, Feldhoff, Tobias, Steinert, Brigitte, and Klieme, Eckhard
- Abstract
Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
14. The integration of language and content in English-medium instruction courses: Lecturers’ beliefs and practices
- Author
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Aintzane Doiz, David Lasagabaster, and Víctor Pavón
- Subjects
lcsh:Language and Literature ,lcsh:Philology. Linguistics ,team teaching ,lcsh:P1-1091 ,content teachers ,language teachers ,ComputingMilieux_COMPUTERSANDEDUCATION ,teachers’ beliefs ,lcsh:P ,emi - Abstract
This paper investigates the challenges lecturers face in English-medium instruction (EMI) programs and explores their beliefs concerning possible collaboration with language specialists through team-teaching, an option which would offer linguistic support to teachers and students. We used data gathered from discussion groups involving lecturers at two Spanish universities. Results show that the main challenges EMI lecturers have to deal with relate to the specificities of teaching in a foreign language. EMI lecturers acknowledge that the benefits of collaborating with language lecturers could prove to be a valuable asset, its value outweighing any initial misgivings.
- Published
- 2019
15. Zur professionstheoretischen Verortung digitalisierungsbezogener Kompetenzen von Lehrpersonen in veränderter Lage
- Author
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Schmidt, Robin
- Subjects
Berufsbezogene Überzeugungen von Lehrpersonen ,ICT ,COVID-19 ,Professionalisierung von Lehrpersonen ,Teachers' Beliefs ,Aufgaben in der Lehrpersonenbildung - Abstract
Der vorliegende Beitrag nimmt eine professionstheoretische Verortung der veränderten Anforderungen an Lehrpersonen in der digitalen Transformation vor. Im ersten Teil werden anhand eines Übersichtsmodells zentrale Forschungsergebnisse zur Professionalisierung von Lehrpersonen im Hinblick auf schulischen ICT-Einsatz summiert. Dabei wird ein Paradigmenwechsel von der Intention der schulischen ICT-Integration zu einer integrierten ICT-Professionalisierung skizziert. Der empirische zweite Teil des Beitrags bringt Ergebnisse der qualitativ-explorativen Erhebung der #LPiDW-Studie ein, in der Inhalte und Strukturen von ICT-Beliefs von n=102 angehenden Lehrpersonen untersucht wurden, wodurch der Professionalisierungsbedarf präzisiert werden kann. Im dritten Teil wird auf dieser Grundlage ein Vorschlag zur Begriffsbestimmung von ICT-Professionalisierung und zur theoretischen Neuverortung ICT-bezogener Kompetenzen von Lehrpersonen gemacht. Abschließend werden Charakteristika geeigneter Aufgaben zur Aus- und Weiterbildung und ihr Potential für die künftige Forschung diskutiert.
- Published
- 2021
- Full Text
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16. Informatik in der Grundschule:Voraussetzungen, Ziele, Erfahrungen, Erkenntnisse
- Author
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Best, A. (Alexander), Thomas, M. (Marco), and Universitäts- und Landesbibliothek Münster
- Subjects
Computer science, information, general works ,ddc:371 ,ddc:370 ,ddc:372 ,Informatik in der Grundschule ,Kryptologie ,Scratch ,Bee-Bot ,Lehrervorstellungen ,Hochschullehre ,Teachers' beliefs ,ddc:000 ,Primary education (Elementary education) ,Schools and their activities ,special education ,Education - Abstract
Der Arbeitsbereich Didaktik der Informatik der WWU Münster forscht und lehrt seit mehreren Jahren zu einer informatischen Bildung im Primarbereich. Es werden Erfahrungen sowie Erkenntnisse an Grundschulen bei der Zusammenarbeit mit Lehrern und der Erprobung von Unterrichtsmaterialien gewonnen. Erforscht werden bei Grundschullehrern existierende Vorstellungen zur Informatik und zum Informatikunterricht sowie informatikbezogene Vorerfahrungen und -kenntnisse von Grundschullehramtsstudenten des Fachs Mathematik. Erste Anteile einer informatischen Bildung konnten erfolgreich in das Grundschullehramtsstudium integriert werden.
- Published
- 2020
17. Concepciones de los profesores de geografía sobre las percepciones de los estudiantes y cómo abordarlas en la práctica docente
- Author
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Barthmann, Kati, Conrad, Dominik, and Obermaier, Gabriele
- Subjects
Concepciones de los estudiantes ,Profesionaloización docente ,Experiencia docente ,Lehrervorstellungen ,teachers' beliefs ,Lehrerexpertise ,teacher professionalization ,Conceptual Change ,Creencias de los docentes ,teacher expertise ,Schülervorstellungen ,911 Geschichte und Geografie ,Lehrerprofessionalisierung ,students' conceptions ,ddc:911 ,Cambio conceptualZGD - Abstract
Ziel dieser Studie war, Vorstellungen von Geographielehrkräften über Schülervorstellungen zu erfassen und Einblicke in den Umgang mit ihnen in der Unterrichtspraxis zu erhalten. In einer explorativen Studie wurden 17 Geographielehrkräfte bayerischer Realschulen und Gymnasien befragt. Das Modell der Professionellen Kompetenz von Lehrkräften nach Baumert und Kunter (2006) bildete den theoretischen Rahmen dieser Studie. Zur Datenauswertung wurde die qualitative Inhaltsanalyse eingesetzt. Die Ergebnisse zeigen u.a., dass Lehrkräfte hauptsächlich aufgrund ihrer Berufserfahrung und weniger auf der Basis ihres Professionswissens Vorstellungen über Schülervorstellungen entwickelt haben. Die Untersuchungsergebnisse sollen einen Beitrag zur besseren Verknüpfung von Fachdidaktik und Schulpraxis leisten. This study primarily aimed at capturing ideas of Geography teachers about students’ conceptions. Its second objective was to gain insight into the handling of students’ conceptions in teaching practice. In an exploratory study, we interviewed 17 Geography teachers from Bavarian lower and upper secondary schools. The model of general action competence according to Baumert and Kunter (2006) formed the theoretical framework of this study. Qualitative content analysis served to analyze data. The results show–among others–that teachers have developed theory-like ideas about students’ conceptions mainly of their professional experience and less on the grounds of their professional knowledge. Th study, thus links research in Geography education with school practice Este estudio tuvo como objetivo principal obtener las ideas de los profesores de Geografía sobre las concepciones de los estudiantes. Su segundo objetivo fue recabar información sobre el manejo de las concepciones de los estudiantes en la práctica docente. En un estudio exploratorio, entrevistamos a 17 profesores de Geografía de secundaria y primaria de Baviera. El modelo de competencia de acción general según Baumert y Kunter (2006) constituye el marco teórico de este estudio. El análisis cualitativo sirvió para analizar los datos. Los resultados muestran, entre otros, que los docentes han desarrollado ideas similares a la teoría sobre las concepciones que tienen los estudiantes, principalmente sobre su experiencia profesional y menos sobre la base de su conocimiento profesional. El estudio, por lo tanto, vincula la investigación en educación en Geografía con la práctica escolar.
- Published
- 2020
18. Inclusion-related future teachers’ beliefs regarding joint teaching
- Author
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Annika Endres, Björn Risch, Marie Schehl, and Philip Weinberger
- Subjects
Lehramtsstudiengang ,Lehramtsausbildung ,Professionalization ,Teachers’ Beliefs ,Überzeugung ,Erziehung, Schul- und Bildungswesen ,Berufsethos ,Sonderpädagogik ,Schulpädagogik ,lcsh:Education (General) ,Education ,University didactics ,ddc:370 ,Competence to act ,Professionalisierung ,Inclusion ,Hochschuldidaktik ,Studie ,Role ,Preservice Teacher Education ,Role conception ,Competence for action ,Student teachers ,Lehramtsstudentin ,Rollenverständnis ,Handlungskompetenz ,Lehramtsstudent ,lcsh:L7-991 ,Inklusion - Abstract
Professionelle Kompetenz gilt als zentrale Handlungsressource unterrichtlichen Handelns. Berufsbezogene Überzeugungen und Werte (beliefs) können dessen Qualität maßgeblich beeinflussen und sind Gegenstand zahlreicher empirischer Untersuchungen. Eine Vielzahl von Forschungsvorhaben präzisieren den gewählten Beliefbegriff hinsichtlich fachwissenschaftlicher, fachdidaktischer oder (sonder)pädagogischer Fragestellungen. In dem vorliegenden Beitrag wird zunächst unser Begriffsverständnis von professioneller Handlungskompetenz, Inklusion und Teachers’ Beliefs theoretisch begründet. Von diesen Betrachtungen ausgehend, wird das Forschungsdesign einer qualitativen Studie abgeleitet, welches die inklusionsbezogenen Überzeugungen von angehenden Lehrkräften hinsichtlich eines gemeinsamen Unterrichts beschreibt sowie Implikationen für die Hochschullehre aus Studierendenperspektive ermöglicht. Die Ergebnisse geben Aufschluss über das Heterogenitätsverständnis von Lehramtsstudierenden der Regelschule, deren vorherrschenden Rollenbildern und ideellen Überzeugungen zu inklusivem Unterricht. Sie skizzieren außerdem hochschuldidaktische Maßnahmen, welche aus Studierendenperspektive einen Beitrag für die Vorbereitung im Unterricht inklusiver Klassen leisten können. Konsequenzen, die sich aus unserer Sicht für die Ausbildung von Lehramtsstudierenden ergeben, werden mit Fokus auf die Entmystifizierung inklusionsbezogener Überzeugungen diskutiert. (DIPF/Orig.), Professional competence is regarded as a central resource for teaching action. Job-related beliefs and values (beliefs) can significantly influence its quality and are the subject of numerous empirical studies. Research projects in various fields of educational science specify the chosen concept of belief with regard to scientific, didactic or (special) pedagogical questions. In this article, our understanding of the concepts of professional competence, inclusion and the teacher belief is first theoretically justified. Based on these considerations, the research design of a qualitative study is derived, which allows to describe the inclusion-related future teachers' beliefs regarding joint teaching as well as implications for higher education teaching from the student perspective. The results provide information about the heterogeneity of students in mainstream schools, prevailing role models, and ideological ideas about inclusive teaching. They also outline university didactic measures which, from a student perspective, can contribute to the preparation of inclusive classes. Consequences which, in our view, arise for the training of student teachers are discussed with a focus on demystifying inclusion-related convictions.
- Published
- 2020
- Full Text
- View/download PDF
19. Durchlässigkeit im Schulsystem - eine Frage der Einstellung? Berufsbezogene Überzeugungen zum Schulformwechsel.
- Author
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Liegmann, Anke B.
- Abstract
Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2012
- Full Text
- View/download PDF
20. ESP in-service teacher training programs: Do they change Iranian teachers’ beliefs, classroom practices and students’ achievements?
- Author
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Peyman Rajabi, Gholam Reza Kiany, and Parviz Maftoon
- Subjects
lcsh:Language and Literature ,lcsh:Philology. Linguistics ,lcsh:P1-1091 ,ESP teacher training program ,teachers’ beliefs ,lcsh:P ,classroom practice - Abstract
Dudley-Evans and St John (1998) coined the term “practitioner” for ESP teachers since, they claimed, many pivotal roles such as course designers, materials developers, researchers, evaluators, and classroom teachers should be taken on by an ESP instructor. That is why teaching English for Specific Purposes (ESP) requires a special approach to the training of the teachers who are supposed to teach English through content. The present study aimed at investigating the underlying effects of an ESP in-service teacher training program on the beliefs and instructional practices of Iranian ESP teachers as well as students’ achievements. A population of 423 Iranian ESP teachers responded to a survey questionnaire on teachers’ beliefs and classroom practices. This was followed by selecting 120 teachers and assigning them into two experimental and two control groups. The experimental groups participated in a ten week ESP in-service teacher training program. The outcomes of Chi-square, Mann-Whitney U, and Wilcoxon Signed Rank tests clearly revealed the influential and constructive role of the training program on the beliefs and classroom practices of ESP teachers. The study also found significant difference between the achievements of students who enjoyed trained ESP instructors in comparison to those who received untrained ESP instructors.
- Published
- 2012
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