Search

The integration of children's literature, specifically mathematical story picture books, in mathematics education has demonstrated significant benefits. Nevertheless, its actual implementation largely hinges on teachers' beliefs. This exploratory mixed-methods study examines the beliefs of 78 teachers regarding the integration of children's literature into mathematics teaching and learning, with a focus on identifying its barriers and enablers. Data were collected through an open-ended survey and semi-structured interviews and analyzed using thematic analysis framed by the concept of belief indication. The study identifies 15 barriers (across five themes) and 16 enablers (across six themes) that, teachers believe, affect their decisions to integrate children's literature into mathematics teaching and learning. This paper contextualizes the findings within the Theory of Planned Behavior (TPB), a framework from social psychology, to provide actionable recommendations and compare findings from studies conducted in Asian and Western countries. Ultimately, this research offers a broader understanding of teachers' behaviors and their receptiveness to educational reforms, such as the integration of children's literature, across diverse cultural and international settings. [ABSTRACT FROM AUTHOR]

Specifically in the field of language teaching, it has been recognized that metacognitive strategies maximize language acquisition and improve performance. But despite this, it appears that few teachers currently consider metacognition in their teaching practices. The current study adopted a qualitative design to focus on the reasons that inhibit teachers in French‐speaking Belgium from prompting their students to engage in metacognition in first‐language (L1) lessons. Semistructured interviews were conducted with seven teachers. The teachers in our sample believed that use of metacognitive strategies can provide benefits for students. But despite this, they explicitly said that they do not prompt their students to engage in metacognition in L1 language lessons. And this for seven specific reasons, as outlined in the article. Knowing these reasons allows us to target the points of attention to be had in training teachers in metacognition in L1. [ABSTRACT FROM AUTHOR]

Teachers' beliefs about students' errors are influenced by structural factors and by other beliefs towards education and students that teachers may hold. The literature on this topic has provided some evidence and some mixed results. Furthermore, some structural aspects related to errors have not been considered in framing teachers' beliefs about errors, such as the use of grades as a classroom assessment practice, which is strongly related to errors in testing situations. Based on these premises, this study aimed to explore teachers' beliefs about errors and the practices teachers report using to deal with students' errors in the classroom and teachers' beliefs about the interdependence between grades and errors. Italian teachers (N = 33) from primary, middle, and secondary schools had been interviewed and the qualitative data were analysed through reflexive thematic analysis. The results showed that, according to teachers, errors acquire different meanings in the learning process, which are related to the roles they play in fostering or not learning. Furthermore, in describing these roles teachers reported to use specific practices to deal with students' errors. Finally, teachers acknowledged that classroom assessment based on grades has a negative interdependency with errors that makes it difficult to present errors as a fruitful part of learning both in learning and testing situations. Our results reveal the ambivalence of teachers' beliefs about errors and shed light on the challenges the grading evaluation system poses to teachers. [ABSTRACT FROM AUTHOR]

The present research focuses on studying teachers' beliefs about the complexity of learning the curricular languages in the Basque Country, with special focus on Basque, the minority language. The study adopts a mixed-methods research design. For the quantitative data, 1093 participants completed a specifically designed online questionnaire, which was administered to three groups: pre-service (N = 564), in-service (N = 418), and university teachers (N = 111). In the qualitative part of the study, the beliefs of 20 in-service teachers were collected through four focus groups. The results indicate that in-service and university teachers hold favourable beliefs toward learning curricular languages, and consider Basque a difficult language to learn, even more so than English and French. However, the statistical results suggest a significant change in that belief for the pre-service teachers, who perceive Basque easier to learn than English and French. This perception could result in the gradual elimination of the 'difficult language' label given to Basque. Moreover, in-service teachers show concerns about the imbalance between the knowledge of the minority language and the use. In particular, they seek innovative solutions for establishing Basque at the core of multilingual education, so that this minoritized language can take safe steps forward towards normalisation. [ABSTRACT FROM AUTHOR]

The Theory of Planned Behaviour (TPB) has been increasingly used in the field of inclusive education to develop instruments that predict teachers' inclusive behaviour. To ensure the instrument developed to measure the constructs of the TPB is closely aligned to the theory, an elicitation study should be conducted as the first step. However, they are often omitted or rarely reported in the literature, particularly in the literature surrounding inclusive education. This study extends the use of the TPB to an under-researched population in higher education, university pathway teachers (UPTs), who work in programs that provide alternative access to university education. Semi-structured interviews were conducted with ten UPTs from New South Wales, Australia to elicit their salient behavioural, normative, and control beliefs on inclusive education. Directed content analysis results showed that UPTs view inclusive education positively but are concerned with the extra time and work involved. In addition, UPTs believed that students without disability would be potentially opposing inclusive education. UPTs also revealed various essential facilitators and hindrances of inclusive education. These findings have implications for extending understandings of inclusive education to university pathway programs as well as for the importance of elicitation studies when using TPB with new populations. [ABSTRACT FROM AUTHOR]

Recent years have seen increased interest in school-based whole-child development in the Austrian education system. Engaging with this context, the paper provides insights from a quantitative phase of analysis within a broader mixed-methods project that sought to ascertain teachers’ beliefs around character education in schools. An emphatic majority of respondents (94.6%) working in lower secondary schools believe that character education is more important for 10- to 14-year-olds in schools than good exam results. This confidence of educators in character education notwithstanding, the current education system in Austria presents numerous obstacles to the realization of holistic approaches to education which incorporate character development. In the Austrian context, a paradigm shift in education commencing in 2008 entailed a greater emphasis on evidence-based monitoring of learning outcomes, which many of our surveyed teachers see as detrimental to a holistic form of schooling. [ABSTRACT FROM AUTHOR]

AbstractIn response to the increasing linguistic diversity in educational settings resulting from migration waves into the Global North, this study delves into the beliefs of secondary teachers regarding multilingualism within predominantly monolingual policy schools in Flanders, Belgium. Despite the recognized benefits of multilingual pedagogies, entrenched monolingual policies persist in many Western schools, posing challenges for teachers striving to navigate the linguistic repertoires of their students. Drawing on interviews with 18 teachers, including language and content teachers across three secondary schools, this research explores teachers’ perspectives on the potential implementation of multilingual pedagogies in their classrooms. Findings reveal a nuanced landscape of beliefs, with teachers acknowledging the cognitive and emotional benefits of multilingualism while expressing concerns about maintaining control and promoting Dutch proficiency. Notably, minimal distinctions were observed between language and content teachers, indicating a shared optimism tempered by practical considerations. Our study highlights the need for nuanced understanding and support for multilingual pedagogies, underscoring the complex interplay of pedagogical and instructional beliefs in navigating language diversity. Ultimately, fostering inclusive and effective language education practices requires proactive efforts to address and accommodate teachers’ beliefs, promoting professional development and dialogue around multilingualism in educational settings. [ABSTRACT FROM AUTHOR]

Background and Purpose: In recent years, there has been increased attention to translanguaging in educational research, particularly in higher education. The successful implementation of translanguaging practices depends on various factors, including the attitudes and beliefs of both teachers and students. However, there has been limited systematic review on this issue. This study aims to examine and synthesize existing literature on teachers’ and students’ beliefs regarding translanguaging practices in higher education contexts. Methodology: A systematic review was conducted, following PRISMA guideline. Research databases including Web of Science, Scopus, and ERIC were searched with specific search terms ‘perception OR belief AND translanguaging’, resulting in the retrieval of 469 articles. Based on inclusion and exclusion criteria, 28 articles were selected for ultimate thematic analysis. Findings: The analysis revealed that teachers’ and students’ beliefs regarding translanguaging were significantly shaped by their pre-existing values and knowledge, institutions’ policies, as well as the nature of courses or curricula. Despite the evident benefits of translanguaging pedagogy highlighted in the reviewed studies, teachers encountered challenges in its implementation. The study identified four primary areas of support needed for the implementation of translanguaging, encompassing teacher training, adjusting curriculum and assessment, fostering collaboration, and developing language policy. Contributions: This systematic review provides a comprehensive overview of the attitudes, perceptions, and experiences of both teachers and students in implementing translanguaging practices in higher education. The study contributes to advancing knowledge and understanding of translanguaging in higher education, with implications for both theory and practice in this area. [ABSTRACT FROM AUTHOR]

This article belongs to a research project on the beliefs and knowledge systems of secondary schoolteachers in Spain concerning literary education. Its primary aim is to conduct a comparative study between a novice and an experienced teacher to acquire a deeper understanding of the factors that shape the beliefs and representations of literature teachers and how these define how innovative their teaching practices are or, on the contrary, their resistance to embrace changes promoted by both the educational reforms and research breakthroughs precipitated by new socioeconomic challenges and technological advances. The qualitative methodology adopted an ethnographic approach and took the form of a case study. The main research instrument was a semi-structured clinical interview conducted with two public schoolteachers with different degrees of experience in the aforementioned stage. Results indicate significant differences in conceptions and classroom practices derived mainly from two factors: the length of professional experience and the initial training received. The findings reveal the need to update the education of experienced teachers and systematize novice teachers' training about the tenets of what is currently known as literary education, as well as to promote further research, the results of which will lead to field innovation. [ABSTRACT FROM AUTHOR]

AbstractThe paper presents the findings of a systematic literature review on teachers’ attitudes and opinions toward Sexuality Education (SE) that can be implemented with students aged 14 and older. Relevant articles were systematically searched in four scientific databases (ERIC, PsycInfo, Scopus, and Web of Science Core Collection) and other sources (i.e., Google Scholar, references, and the University Library) between March and September 2023. The databases were searched for original articles published in six languages, utilizing the keywords “teachers,” “sexuality education,” “attitudes,” and “opinions.” Of the 2217 records recovered, 103 were included in the review. The studies were categorized into four emergent themes (and relative subthemes), using Reflexive Thematic Analysis: (1) Barriers and facilitators to SE; (2) programs’ aspects of SE; (3) SE curricula; (4) individual factors and SE. The review results provide evidence of teachers’ challenges in implementing SE programs, teachers’ opinions on SE, and the importance of including all educational figures in the SE programs. Future studies should invest in teacher education to enable them to explore their values and become more aware of how to conduct lessons and activities focused on SE. The implications of these findings for a deeper understanding of teachers’ perspectives on SE are discussed. [ABSTRACT FROM AUTHOR]

In early mathematics education, the beliefs of the teacher are essential for facilitating the integration of technology into teaching mathematics. This study explores the influence of physical and digital interactive learning environments on the development of early childhood teachers' beliefs about integrating technology into early mathematics classrooms. To understand the development of teachers' beliefs, a half-year, content-based professional development program that incorporates interactive digital and physical environments was designed for this research on early childhood mathematics teachers (N = 58). We administered a questionnaire to measure teachers' beliefs regarding employing an interactive technological environment in mathematics classrooms before and after engaging in an intervention program. In addition, a reflective writing strategy was implemented with the participants (N = 10) to understand the development of their beliefs about technology via an evaluation of their levels of reflection. In general, the research findings indicate that an interactive learning environment supports an improvement in teachers' beliefs about technology. Furthermore, positive qualitative findings were drawn from the reflective writing essays of early childhood teachers. The qualitative findings indicate that an interactive environment enables teachers to be conscious of selecting effective math-specific technologies that facilitate children's exploration and discovery of mathematics concepts. [ABSTRACT FROM AUTHOR]

Recently, Lesson Study (LS) has gained popularity in countries worldwide because of its potentially positive effects on teachers' practices (e.g., reflection, cooperation, and pre-service development) and students' learning. However, despite global interest in LS's implementation, an important gap exists between Japanese LS and its implementation in other countries, which may be due to several reasons, such as differences in culture and educational systems or teachers' beliefs. In this study, we examined the effect of teachers' beliefs on their evaluation of LS in Chile. We administered a questionnaire to 94 teachers who participated in the Research Lesson (RL) as observers. The questionnaire assessed teachers' beliefs and RL's contributions to knowledge of the subject matter, instructional strategies, monitoring skills, lesson planning, and student understanding. Using a stepwise logistic regression, after controlling for sex and occupation, we found that the observers' beliefs influenced their perceptions of RL's contributions to monitoring, assessment, and instruction. Participants with student-focused beliefs were more likely to find that RL contributed to their monitoring skills and ability to assess students' understanding of content. The results regarding instructional strategies were mixed. Our findings can help devise strategies to increase the effectiveness of LS implementation. For example, by designing two types of LS, one adapted to teachers with studentfocused teaching beliefs and the other to teacher-focused teaching beliefs. To the best of our knowledge, this dual strategy is not part of LS implementation, at least in Chile. LS teams could easily explore this dual strategy, which could improve teachers' professional development. [ABSTRACT FROM AUTHOR]

Grade retention decisions are high‐risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second‐grade retention decision‐making by exploring the factors the professionals consider during the retention decision‐making, their beliefs about the effectiveness of grade retention, and their cognitive decision‐making style. The study sets in Portugal, where second‐grade retention is a common practice. One hundred ninety‐four teachers answered an online questionnaire developed for this purpose. Path analysis results suggested that teachers' beliefs and decision‐making styles served as a filter, defining what factors they consider relevant or not to make grade retention decisions. Intuitive experiences seem to inform teachers' grade‐retention decisions, especially when they believe retention is essential for students' success. Practitioner Points: Teachers considered up to 12 factors when deciding whether to retain or promote a second‐grade student.Teachers' decisions are shaped by their beliefs and intuitive experiences, influencing the factors they consider relevant during the decision process and, ultimately, the decision to retain or not a student.Intuitive experience informs teachers' retention decisions by maintaining their beliefs in the effectiveness of grade retention and guiding the factors considered during the decision‐making. [ABSTRACT FROM AUTHOR]

Assessment is the backbone of the learning-teaching process. Several studies have proven that assessment goes hand in hand with learning. Classroom assessment can be either traditionally of learning or formatively an ongoing process for learning. The current study explores the writing skills alternative assessment strategies used by Moroccan English for Specific Purposes (ESP) teachers in their classrooms. To reach this, the study seeks to explore Moroccan ESP practitioners' perceptions and prevailing practices of writing skills alternative assessment strategies. Similarly, the study tries to identify possible challenges that impede the proper implementation of alternative assessment pedagogy in the Moroccan ESP context. Following a qualitative research design, the current paper deploys semi-structured interviews to collect data from 10 ESP instructors working in different higher institutes and universities in Morocco. The findings reveal that the participants possess favorable opinions regarding alternative assessment methods of writing skills. Nevertheless, these optimistic viewpoints are not clearly reflected in their assessment practices. The research paper can benefit both practitioners and policymakers in the field of education. [ABSTRACT FROM AUTHOR]

Teachers' practices and beliefs about instructional media are crucial in teaching English, as they can motivate students' enthusiasm if teachers use them engagingly. Despite their importance, teachers' practices and beliefs regarding instructional media in Islamic secondary schools in Indonesia have received less attention. The purpose of this qualitative study was to discover how teachers used instructional media and their beliefs towards employing it to teach English. We gathered information from two female English teachers at selected Islamic junior high schools in Aceh, Indonesia through observations and interviews. The results revealed that teachers utilized photos, whiteboards, overhead projectors, and flashcards to teach English. In their English foreign language classrooms, they used instructional media to facilitate students' learning by explaining the materials, and giving exercises. Teachers believed that instructional media could help boost students' interest, facilitate the learning process, and promote the achievement of teaching and learning objectives. They specified that curriculum and topic lessons are essential factors to consider when selecting instructional media for teaching English. They alleged that students' feedback, participation in seminars or workshops, self-discovery, and new curricula could all have an impact on their beliefs. Future research should look into potentially more comprehensive accounts of teachers' practices and beliefs about instructional media in varied secondary school contexts as well as how engaged students in more interactive classroom activities. [ABSTRACT FROM AUTHOR]

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH 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.)

Action research - that is “learning how to do something by doing it" - is a way to change teachers’ beliefs through practice. 15 teachers from three primary and secondary schools conducted their own action research. After a preliminary training, teachers independently designed and conducted lessons using digital tools to stimulate students’ active learning. During this work, teachers received the constant support of a mentor — the author of the article. Also, the entrance, intermediate and final interviews were collected. These interviews provided an opportunity to track how the teacher's beliefs towards digital tools are changing. It was found that teachers' beliefs transformed in a way that student-centered learning activities became the preferred form of lesson organization for them. The teachers also noted that their self-conducted action research helped them to accept digital tools. Teachers started to see digital services as being used not only by themselves, but also by students. New ways of using digital tools have changed the nature of the lesson, provoked a transition from traditional learning to active ways of work. At the same time, working with a digital tool has become more conscious and meaningful for teachers.

Abstract Inquiry-based science teaching has emerged as a prominent trend in science education. Nevertheless, it remains uncertain how teachers' self-efficacy in regard to the teaching of science as inquiry (TSI) affects students' science learning, especially considering the scarcity of research on its impact on students' Science Process Skills (SPSs). To investigate the impact of teachers' TSI on students' SPSs, this study conducted a questionnaire survey involving 539 eighth-grade students and 75 teachers from 7 junior high schools. Our Multilevel Model analysis results revealed a positive correlation between students' creative tendencies and SPSs. The results of the Cross-Level Moderation Models indicated that TSI moderated the relationship between students' creative tendencies and their SPSs, with this relationship strengthening as TSI increased. These study findings carry significant implications for both inquiry-based science education and teacher education.

The teachers’ beliefs in ethnomathematics-based numeracy learning are a crucial element to be able to develop students' numeracy skills. The teachers’ beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning is a teacher's personal view about certain practices that are considered correct, which include four dimensions. The first dimension is the teachers’ beliefs about numeracy. The second dimension is teachers’ beliefs about the role of ethnomathematics in learning numeracy. The third dimension is teachers’ beliefs about ethnomathematics-based numeracy teaching. The fourth dimension is teachers’ beliefs about ethnomathematics-based numeracy learning. This study aimed to investigate the characteristics of teachers' beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning. The teacher's response was acquired through the completion of a questionnaire. The findings indicated that most teachers believed fostering students' numeracy skills could be achieved by implementing ethnomathematics-based numeracy learning inside the semi-realistic-mechanistic (SRM) categories. Further analysis reveals that more extended teaching experience may mean something other than that a teacher has a realistically oriented outlook. Teachers with teaching experience of fewer than five years (new teachers) and 5 to 10 years (junior teachers’) have a semi-realistic-mechanistic (SRM) view. Most teachers with more than 10 to 15 years (semi-senior-teachers) of teaching experience have a dominant realistic (DR) idea. In contrast, teachers with more than 15 years (senior teachers) of teaching experience have a semi-realistic-mechanistic (SRM) view and a dominant realistic (DR) view. Teachers’ positive beliefs will likely improve students' numeracy skills in general and based on teaching experience in the dominant realistic (DR) and realistic (R) categories regarding ethnomathematics-based numeracy learning.

Critical Pedagogy (CP) in Iran, among other countries, is still in its early stages, and there are various challenges facing the implementation of problem-posing education. To pinpoint the probable factors impeding transformation in the educational setting, the present research, using a convenience sampling, investigated 64 Iranian EFL teachers’ beliefs and understanding of CP and its fundamental tenets. Furthermore, attempts were made to examine the way these teachers’ understanding of CP informed their beliefs of it. As such, a set of interviews as well as observations were conducted to capture the participants’ statements, intention, and behavior. As a result of a thorough thematic analysis, it was discovered that approximately 89 percent of the 64 EFL teachers participating in this study did not have a profound understanding of this approach. This finding can bear witness to the inefficient or insufficient pre-service teacher education. Regarding their beliefs about CP, these EFL teachers either resisted or disagreed with the fundamental tenets of CP. The findings of the present study hold much to contribute to the related literature, insofar as new doors will be opened for those whose area of interest falls within the purview of CP and student voice.

In this contribution, I reflect on how multilingual pedagogies can be added to STEM and S.T.E.M. practices, in what could be called a 'double-crossing': on the one hand, crossing linguistic boundaries and, on the other, crossing specific subject knowledge. Based on a content analysis of teachers' interviews referring to their pedagogical experiences with a multilingual platform providing subject content in several languages, I reflect on the extent to which and how multilingual STEM and S.T.E.M. pedagogies are implemented and accounted for. More specifically, I analyse the arguments put forward by teachers for using or not using multilingual practices in STEM and S.T.E.M. and I delve into the apparent contradictions underlying the fact that, despite using a multilingual platform, its multilingual affordances are sometimes overlooked, underestimated or even used in monolingualised practices in multilingual settings. [ABSTRACT FROM AUTHOR]

This study investigates the beliefs of primary school teachers about multilingual language teaching and learning approaches and examines the relationship between these beliefs and the current ideas on multilingualism. This paper reports key elements of the multilingual educational reality in the Basque Country, where a minority language (Basque), a majority language (Spanish), and an international language (English) share space in the curriculum. The study adopts a mixed methods approach combining a specifically designed online questionnaire regarding beliefs (N = 418), and four focus groups (N = 20). The findings indicate that teachers believe fluency is essential in the language learning process, prioritize the non-native multilingual teacher model, and show awareness of the influence parents' linguistic attitudes have on students' language learning outcomes. Teachers hold welcoming beliefs toward multilingual language teaching approaches and regard translanguaging as suitable for upper levels of Primary education. A major implication of this study is that teachers have a positive point of departure from which to develop and promote multilingual teaching approaches; however, the provision of valuable and applicable training plans based on the current school of thought on multilingualism should be considered in the near future. [ABSTRACT FROM AUTHOR]

Multiculturalism has become a crucial part of education in most countries and Türkiye since global migrations are constantly increasing. However, multicultural education is still being discovered by teachers and educators. Therefore, this study examined early childhood teachers' beliefs and practices through multicultural education in Türkiye. The study was designed as a qualitative study in which multiple case studies design was utilized for investigation. All six participants were selected by purposive sampling and working with 5-6-year-old children from different countries. Data was collected through semi-structured interviews, and inductive content analysis was utilized to analyze the collected data. The findings indicated that teachers are not aware of the meaning of multiculturalism and multicultural education. Teachers were not prepared to teach culturally diverse children. In addition, they believe that instead of preparing the classroom for children with different funds of knowledge and adapting the curriculum for them multicultural children should adapt to the current educational system. Finally, teachers claimed the language barrier is the biggest issue they had to cope with, and they use online translators, older siblings going to the same school as interpreters, and body language to solve this problem. [ABSTRACT FROM AUTHOR]

One of the obstacles preventing change of teaching methods in schools is teachers' traditional conceptualizations of 'teaching' as transmissive and teacher-centered. The aim of this study was to track changes in experienced teachers' concept of 'teaching', following their exposure to attentive teaching. This is a dialogical method in which the learners represent their concepts in drawings and written explanations, and discuss them with their teacher and peers. Method: This was a multiple-case study. The participants were three teachers who attended an attentive teaching professional development course. They drew 'teaching' in the first, sixth, and the last, fifteenth, session, and provided explanations of their drawings. Findings: At the start of the course, they described teaching as a unidirectional process of transmitting knowledge. In the middle, they became more aware of the students as individuals who should be listened to. By the end of the course, teaching was portrayed as multi-directional (and enjoyable), so that all the participants, including the teacher, teach and learn from each other. Conclusions: This study shows that by studying, experiencing, and implementing attentive teaching, it is possible to change experienced teachers' traditional beliefs without directly challenging them, and that drawings can track the changes' trajectory. [ABSTRACT FROM AUTHOR]

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) 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.)

Nowadays, the prevalence of ChatGPT and other Large Language Models (LLMs) has posed significant challenges into the education field, particularly in English education. In response, this study aimed to investigate the beliefs of 95 EFL university teachers from Chinese universities regarding the integration of LLMs in language education, as well as the relationships between their beliefs and other factors. The study yielded several findings: (1) According to the quantitative and qualitative results, we revealed several concerns among Chinese EFL university teachers regarding LLMs integration, such as neglection of traditional learning resources, academic integrity, and excessive reliance. (2) Previous experiences with LLMs, frequency of LLMs use, and self-evaluation on stages of LLMs integration all played vital roles in shaping university teachers' beliefs in integrating LLMs in language education. (3) No significant correlation was observed between university teachers' beliefs in integrating LLMs in language education and the availability of IT personnel. (4) No significant correlation was observed between university teachers' beliefs in integrating LLMs in language education their evaluation on IT infrastructure. This research has provided some insights into university teachers' beliefs in ChatGPT and other LLMs to promote effective policies and strategies in the digital era. [ABSTRACT FROM AUTHOR]

The teachers' beliefs in ethnomathematics-based numeracy learning are a crucial element to be able to develop students' numeracy skills. The teachers' beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning is a teacher's personal view about certain practices that are considered correct, which include four dimensions. The first dimension is the teachers' beliefs about numeracy. The second dimension is teachers' beliefs about the role of ethnomathematics in learning numeracy. The third dimension is teachers' beliefs about ethnomathematics-based numeracy teaching. The fourth dimension is teachers' beliefs about ethnomathematics-based numeracy learning. This study aimed to investigate the characteristics of teachers' beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning. The teacher's response was acquired through the completion of a questionnaire. The findings indicated that most teachers believed fostering students' numeracy skills could be achieved by implementing ethnomathematics-based numeracy learning inside the semi-realisticmechanistic (SRM) categories. Further analysis reveals that more extended teaching experience may mean something other than that a teacher has a realistically oriented outlook. Teachers with teaching experience of fewer than five years (new teachers) and 5 to 10 years (junior teachers') have a semi-realisticmechanistic (SRM) view. Most teachers with more than 10 to 15 years (semi-senior-teachers) of teaching experience have a dominant realistic (DR) idea. In contrast, teachers with more than 15 years (senior teachers) of teaching experience have a semi-realistic-mechanistic (SRM) view and a dominant realistic (DR) view. Teachers' positive beliefs will likely improve students' numeracy skills in general and based on teaching experience in the dominant realistic (DR) and realistic (R) categories regarding ethnomathematics-based numeracy learning. [ABSTRACT FROM AUTHOR]

AbstractTeachers’ conceptions of geography play a key role in teacher identity. They also impact students’ learning. This paper aims to describe teacher students’ conceptions of geography and their sources.Our data comes from two online questionnaires. Participants came from Switzerland (nQ1 = 20, nQ3 = 98). In contrast to previous research, participants in our studies could not be assigned to only one conception. Eight of 11 statements about what geography is and five of eight statements about the main purpose of geography education were endorsed by 90% or more of participants in both studies. This includes those about understanding sustainability and the system earth. Some items showed significant differences by migration background and by the grade level the students want to teach.While the results are mostly positive, teacher educators need to find ways to reach those students who do not yet have a current view of geography, e.g. regarding the role of sustainability.Participants saw diverse sources as shaping their conceptions. Most participants saw specialist literature as an influential and often-used source. Yet, many knew few empirical studies about teaching/learning the subject.Teacher educators and researchers thus need to find ways to make research literature more memorable for teacher students. [ABSTRACT FROM AUTHOR]

In response to the increasing challenge of integrating students with migration backgrounds into school systems internationally, various models to support the learning of the language of education have emerged. In Austria, a model of ‘German Language Support Classes’ (GLSC), introduced in 2018, requires that students be pulled out of regular class teaching and taught German in a segregative context. Critics argue that this approach contradicts evidence-based language learning and principles of inclusive education, and that it diminishes school autonomy. With this in mind, we present a qualitative interview study comprising 25 primary teachers of German language in Vienna, Austria, which aims to capture their beliefs about what constitutes ‘ideal practice’ in language education and to explore the extent to which these beliefs are evidence-based. A typological analysis reveals that there is a ‘segregative type’, an ‘integrative type’, and an ‘in-between type’. Although teachers’ perceptions of language education differ, their understandings are similarly shaped by a monolingual habitus. Our findings provide evidence for the inappropriateness of this language education model and reveal aspects of teacher education needed to lead to better outcomes in language education. [ABSTRACT FROM AUTHOR]

Over the past 30 years, 'Aldea' (global village), the Education for Environmental and Sustainability (ESE) School Programme has been implemented in over one thousand public schools in Andalusia, Southern Spain. The present study analyses the beliefs of a group of teacher coordinators who have experience of implementing the Aldea programme in their schools with the aim of improving awareness of sustainability. Using data from 13 teachers who participated in regional focus groups, we analysed their beliefs towards the programme, their views of the perceived impact of the programme, and the common drivers and barriers related to the programme. Findings point to the need for a Whole School Approach in order to avoid the typical challenges associated with the implementation of such a programme, in particular teacher burnout. Finally, implications for the successful incorporation of ESE school programmes and subsequent effective practices are discussed. [ABSTRACT FROM AUTHOR]

It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In this paper, we focus on disciplinary tutors' beliefs of language and their roles with respect to language support to surface implicit and covert language policies. We argue that in the absence of explicit policy, showcasing the range of tutor perspectives and practice around language support can provide a way forward in explicating good practice and highlighting an approach in which all stakeholders take responsibility for supporting students' academic speaking skills in an EMI context. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic with successive lockdowns has caused university education all over the world to suddenly move from face-toface to online teaching. This study investigates the impact of the teaching method on teachers' beliefs in light of the Corona Covid-19 pandemic. To achieve the objectives of the study, the analytical descriptive approach was used. The researcher developed a questionnaire that was applied to a random sample of 352 faculty members at King Faisal University. The questionnaire was conducted electronically in two stages. In the first stage, the term "direct teaching" was used, and in the second stage it was replaced by the term "distance teaching". The factor validity of the questionnaire was built, and it resulted in three main factors according to the teachers' beliefs, which are: teaching methods, evaluation methods, course organization, and management. The results showed that there was a difference in the level of teachers' beliefs about the factor (teaching methods) according to the teaching method, as the level of teachers' beliefs for the direct teaching method was high, and the distance education method was medium. It also showed a match in the level of teachers' beliefs according to the two methods of direct teaching and distance learning for workers (evaluation methods, course organization, and management), where the level was high. The results of the (T) test showed that the teaching method affects the teachers' beliefs and that the direct teaching method is superior to distance teaching in all factors. The researcher recommends the necessity of sustainable professional development for teachers in the technological aspect through the preparation of professional courses and conferences, and the development of comprehensive plans for the transition to distance education at the time of need and necessity that are flexible and implementable. [ABSTRACT FROM AUTHOR]

In recent years, numerous studies have been conducted on language teachers' beliefs about language assessment; however, teachers' collaborative discussion as a mediational tool has received scant attention. The present study aimed to investigate non-native language teachers' beliefs about classroom language assessment regarding features of effective assessment, assessment of learners by teachers, peers, and themselves, benefits of assessment, informal assessment vs. formal assessment, and continuous assessment. Participants of the study were positioned in two collaborative discussion groups of novice and experienced teachers. Analysis of the data indicated that the teachers in each focus group held similar beliefs about most of the issues on classroom language assessment. The findings also demonstrated that the participants believed in the important role of classroom language assessment for different purposes, the utilization of both informal and formal assessment, and the utilization of continuous assessment as a fair mode of assessment. Furthermore, they believed that classroom language assessment should accurately assess what is taught in the course while focusing on all four language skills and sub-skills. Although they had positive attitudes toward teacher assessment and self-assessment, they were not in favor of peer assessment. The results of this study have implications for teacher education as adequate attention should be paid to teachers' assessment beliefs due to their vital role in classroom assessment. Collaborative discussions can be enacted in teacher education to shape and reshape teachers' assessment beliefs. [ABSTRACT FROM AUTHOR]

Background: In the literature, ecological factors of the school context and educational environment are considered opportunities for triggering self-determining behaviors. In the causal relationship between opportunities and the initiating of self-determining actions and attitudes, a key role is played by teachers' beliefs about their role in teaching self-determining behaviors and skills and how they perceive the learning and expression of students with disabilities' self-determination. Methods: The purpose of the present study is to investigate the patterns of the relationships, in terms of direct, indirect effects, and total effects, among teachers' beliefs about their role in teaching self-determination to students with disabilities, teachers' perceived opportunities in the school context and the family environment, and students' capacity for self-determination perceived by teachers. A preliminary adapted AIR Self-Determination Scale, educator form, and teachers' beliefs survey were administered to a number of 157 Romanian teachers qualified to work in the special education system, and who provide specialized educational support and therapeutic services to students with disabilities. Results: The two factors of teachers' beliefs showed direct effects on the opportunities and capacity for self-determination perceived by teachers. The opportunities for self-determination at school and home mediated the relationship between teachers' beliefs and the student's capacity for self-determination perceived by teachers. Conclusion: The study findings contribute to current Romanian research in this field, and practical educational implications were discussed. [ABSTRACT FROM AUTHOR]

This study presents the practical work inquiry practice framework, which is designed to improve science practical work and inquiry-based instruction in secondary schools in Namibia. The framework has been developed based on both theoretical and empirical research. The study conducts a thorough examination of existing literature to identify research gaps in existing studies. It emphasizes the significant impact of teachers’ beliefs and external influences on the process of lesson planning. The framework aims to bridge the gap between teachers’ views and the actual implementation of the science curriculum, functioning at the macro, meso, and micro levels of education. It includes various aspects such as strategic planning, training for teachers, designing the curriculum, providing resources, implementing lessons in the classroom, giving feedback, fostering collaboration, monitoring progress, evaluating outcomes, providing ongoing support, involving stakeholders, promoting a positive school culture, demonstrating leadership, supporting teachers, addressing learner diversity, and engaging the community. The aspects are classified into strategic, tactical, and operational functions that are interconnected to enhance scientific teaching methods. The established framework offers a complete and contextually applicable method to implementing science practical work in Namibian secondary schools. This approach is based on inquiry-based instruction and aims to increase overall education [ABSTRACT FROM AUTHOR]

Critical Pedagogy (CP) in Iran, among other countries, is still in its early stages, and there are various challenges facing the implementation of problem-posing education. To pinpoint the probable factors impeding transformation in the educational setting, the present research, using convenience sampling, investigated 64 Iranian EFL teachers' beliefs and understanding of CP and its fundamental tenets. Furthermore, attempts were made to examine the way these teachers' understanding of CP informed their beliefs of it. As such, a set of interviews as well as observations were conducted to capture the participants' statements, intentions, and behavior. As a result of a thorough thematic analysis, it was discovered that approximately 89 percent of the 64 EFL teachers participating in this study did not have a profound understanding of this approach. This finding can bear witness to inefficient or insufficient pre-service teacher education. Regarding their beliefs about CP, these EFL teachers either resisted or disagreed with the fundamental tenets of CP. The findings of the present study hold much to contribute to the related literature, insofar as new doors will be opened for those whose area of interest falls within the purview of CP and student voice. [ABSTRACT FROM AUTHOR]

Copyright of Publicaciones s de la Facultad de Educacion y Humanidades del Campus de Melilla (Universidad de Granada, Espana) is the property of Universidad de Granada 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.)

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.

Intercultural competence has become one of the important goals of foreign language education. The potential and value of foreign language education on students' intercultural competence (IC) has been widely recognized by academia. Currently, most of the research on intercultural foreign language teachers in China focuses on university teachers, with little attention paid to primary school EFL teachers. However, the cultivation of IC is a staged and continuous process which cannot be achieved in one stroke. Therefore, it is necessary to include primary school EFL teachers in the study of IC cultivation. This paper presents data on Chinese primary school EFL teachers' beliefs about incorporating IC into foreign language teaching. Specifically, their understanding of culture, IC, and intercultural teaching practices are investigated through interviews. The interview transcriptions were analyzed using thematic analysis. The research found: 1. Chinese primary school EFL teachers generally hold an essentialist view of culture; 2. Teachers emphasize the attitudinal dimension of IC; however, they also exhibit a tendency to oversimplify IC or perceive it as a higher-order skill than language proficiency, hence deeming it unsuitable for cultivation at the primary school level; 3. Most cultural teaching practices are teacher-centered, focusing on background knowledge-style introduction. In general, teachers’ intercultural teaching practices align with their cultural outlook. At last, the study explores two suggestions for promoting intercultural foreign language teaching: 1. Supporting primary school EFL teachers in updating their language and culture concepts system; 2. Encouraging teachers to reflect on their daily teaching practices as a major opportunity to promote the development of intercultural foreign language teaching.

This study examined the effect of collaborative action research (CAR) on secondary school English language teachers' beliefs about and perceived competency in conducting action research. A quasi-experimental design with pre- and post-test measures within a single group was employed. The intervention involved a one-day training workshop followed by 15 months of active CAR engagement. Data were collected via questionnaires from 37 English language teachers (21 in the experimental group and 16 in the control group) at two secondary schools in Mettu town, Ethiopia. The results revealed a positive transformative effect of CAR on teachers’ beliefs about action research. Their perceived competency in conducting action research as part of their teaching duties also improved significantly. These findings suggest that CAR empowers teachers to become self-directed, collaborative problem solvers within their classrooms rather than passively waiting for external solutions. However, the study’s limitations, including its single-group design and focus on two schools, necessitate further research. Future studies, particularly in-depth qualitative investigations, are recommended to explore the practical changes in teaching practices driven by CAR and to diversify the subject group and research methods for broader insights.

Twenty-one semi-structured interviews with school teachers were conducted in order to study the analysis of their beliefs about student autonomy and pedagogical practices that support its development. As a result, three groups of teachers' beliefs were identified. The typology of beliefs was based on the following criteria: content of beliefs, degree of their stability, practices used to support autonomy, attitudes towards school norms and requirements. The differences in the three groups of beliefs are presented as a continuum of meanings and practices, increasing from the first group to the third group according to all the criteria identified. From the first group to the third, the value of volitional functioning increases, the importance of control in pedagogical practices decreases, and the sphere of support for autonomy within the school but outside the classroom expands.

Recently, Lesson Study (LS) has gained popularity in countries worldwide because of its potentially positive effects on teachers’ practices (e.g., reflection, cooperation, and pre-service development) and students’ learning. However, despite global interest in LS’s implementation, an important gap exists between Japanese LS and its implementation in other countries, which may be due to several reasons, such as differences in culture and educational systems or teachers’ beliefs. In this study, we examined the effect of teachers’ beliefs on their evaluation of LS in Chile. We administered a questionnaire to 94 teachers who participated in the Research Lesson (RL) as observers. The questionnaire assessed teachers’ beliefs and RL’s contributions to knowledge of the subject matter, instructional strategies, monitoring skills, lesson planning, and student understanding. Using a stepwise logistic regression, after controlling for sex and occupation, we found that the observers’ beliefs influenced their perceptions of RL’s contributions to monitoring, assessment, and instruction. Participants with student-focused beliefs were more likely to find that RL contributed to their monitoring skills and ability to assess students’ understanding of content. The results regarding instructional strategies were mixed. Our findings can help devise strategies to increase the effectiveness of LS implementation. For example, by designing two types of LS, one adapted to teachers with student-focused teaching beliefs and the other to teacher-focused teaching beliefs. To the best of our knowledge, this dual strategy is not part of LS implementation, at least in Chile. LS teams could easily explore this dual strategy, which could improve teachers’ professional development.

The aim of the research is to investigate beliefs of Austrian and Czech preservice teachers of German about student self-assessment (SSA). In the first part of the paper important theoretical and empirical findings on and principles of SSA and about teachers’ beliefs are discussed. After the description of the research design the data analysis is presented. Results show that only a minority of trainee teachers participating in this survey have experienced SSA as students themselves and that even fewer have been able to implement SSA as teachers in their classroom. Moreover, it was verified that most of the trainee teachers have theoretical knowledge about student self-assessment. If one looks at the statements of the individual pre-service teachers as a whole and assign them to a growth mindset (=self-assessment skills can be learned with suitable training) or a fixed mindset (=self-assessment skills are only mastered by certain particularly reflective students), it is evident that although 43.8% cannot be classified and 9.4% make statements that can be assigned to both mindsets, 28.1% of the prospective teachers can be assigned to a growth mindset and 18.8% to a fixed mindset. Didactically, it would be desirable if it were clearly accentuated that self-assessment skills can be learned through suitable didactic training.

The purpose of this study was to examine the influence of student teachers’ (ST's) acculturation and professional socialization on their beliefs about teaching PE. Specifically, ST's beliefs about teaching PE and how ST's acculturation and professional socialization influence ST's beliefs were investigated. For this study, occupational socialization theory was employed as a theoretical framework to examine student teachers’ beliefs. Thirteen STs participated in this study and data collection was undertaken during their final teaching practicum. Text descriptions were analysed and collected with the intention of gaining an overall grasp of STs’ beliefs. All the text response data were analysed inductively in a step-wise approach. The results of this study suggested that STs’ beliefs about PE teaching are influenced by how they view the purpose of PE lessons and their experiences with the level of student engagement during such lessons. It was also concluded that STs continue to believe that it is important for PE to provide students with enjoyment and the opportunity to socialise and acquire positive values. Insights were also observed that clarified the impact of classroom atmosphere on student engagement level and attitudes during PE lessons in influencing ST's pedagogical practices. While the study is situated in the Japanese context, findings from this study have useful international relevance.

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

To enhance learners’ speaking proficiency, teachers’ beliefs and classroom actions have crucial impacts in EFL classes. This study was conducted to investigate EFL teachers’ beliefs and practices in teaching speaking skills at secondary schools in Ethiopia. The study adopted descriptive and correlational research designs in which the data were collected through quantitative and qualitative methods. Sixty-four EFL teachers from some selected secondary schools were taken as a source of data. Data were collected using questionnaires, classroom observation, and semi-structured interviews. The quantitative data were analyzed using descriptive statistics: frequency, percentage, and mean. Two-tailed Pearson correlation was also used to show the relationship between teachers’ beliefs and their classroom practices. Qualitative data were analyzed in a verbal and narrative description. The findings from the teachers’ responses indicated that teachers have in general positive beliefs towards teaching the speaking skills communicatively. However, classroom observation results revealed that EFL teachers’ practices of teaching speaking skills contradict what they believe to be. The overall result indicated that teachers were not teaching the speaking skills as per language teaching theories, methods, and mainly to their stated beliefs. The study also showed a moderate positive relationship between teachers’ beliefs and practices regarding teaching speaking skills. Based on the result, it was recommended that the Ethiopian Ministry of Education should offer in-service professional development programs that focus on classroom teaching of speaking skills to teachers. EFL teachers should also exert their maximum effort to put their beliefs of teaching speaking skills into practice by overcoming unfavorable conditions inside and outside the classroom environment.