Sentences with phrase «teacher beliefs»
"Teacher beliefs" refers to the thoughts, ideas, and attitudes that teachers hold about their students, teaching methods, and the purpose of education. These beliefs shape how teachers approach their job and interact with their students. Full definition
We are also doing some work around racial and cultural equity in terms of teacher beliefs about scholars.
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The basis for our case study was to develop a deeper understanding of the connections between teacher beliefs and their use of technology as an instructional tool.
Professional development may be important for helping teachers integrate technology, while teacher beliefs and attitudes about technology also may be important.
I believe in inclusion, but...: Regular education early childhood teachers beliefs of successful inclusion.
Teacher efficacy is an important part of teacher beliefs.
A major focus of their research was the development of a theory about the relationship between teacher beliefs and practices.
Video reflection is also useful in obtaining data about teacher beliefs about teaching (Senger, 1998).
A Course on Effective Teacher - Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice
Nevertheless, research does show that teacher beliefs influence their classroom decisions, so it is not a wild notion to suppose that accurate beliefs about how children learn will lead to better classroom decisions than inaccurate beliefs will.
What teachers think about self - regulated learning: Investigating teacher beliefs and teacher behavior of enhancing students» self - regulation.
Figure 1.3 provides an overview of the similarities among selected reviews of effective teacher beliefs and practices in both the United States and China.
The following section reviews the literature on professional development for technology integration as well as the literature on how teacher beliefs and other forms of support interact with teachers» ability to integrate technology.
Many studies have documented teacher beliefs and attitudes as being factors that explain why they may or may not use technology in the classroom (Ertmer & Ottenbreit - Leftwich, 2010; Hutchison & Reinking, 2011; Miranda & Russell, 2012; Overbay, Patterson, Vasu, & Grable, 2010; Smerdon et al., 2000; Wohlwend, 2010), although teachers themselves do not necessarily report their own beliefs as being an obstacle for doing so.
Research has to be compatible with teacher beliefs and concerns — squaring with their priorities and the way they see the world.
Transforming teacher beliefs and acquiring appropriate science content knowledge are additional areas of concern within the realm of preservice science teacher preparation.
Transform teachers beliefs in their capacity to challenge and motivate students to engage and achieve at high levels
Science teacher beliefs and classroom practice related to constructivism in different school settings.
LH: There is clear evidence that there is teacher learning and developing of teacher beliefs and practices through boundary crossing.
In its international survey on teacher beliefs, the OECD reports that UK teachers believe that their role is to enable their pupils to be ingenious — to think of solutions to practical problems themselves and to promote their students thinking and reasoning processes.
Readiness For Kindergarten: Parent And Teacher Beliefs.
The four factors with «fair to moderate» evidence showing a positive impact on results are: classroom climate (the quality of interactions, and teacher expectations); classroom management (efficient use of lesson time, coordinating resources and spaces, and managing behaviour); teacher beliefs (why practices are adopted and what they aim to achieve); and professional behaviours (reflecting on practice, taking part in PD, supporting colleagues and communicating with parents).
Unsurprisingly, most efforts collapsed precisely because of all the irregular factors of each classroom (course content, student demographics, teacher beliefs, etc.), not to mention the general «unpredictability of classroom life.»
A study many years ago that probably would not be allowed today, showed something remarkable about teacher beliefs.
School leadership and student achievement: The mediating effects of teacher beliefs.
Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?
, Teacher beliefs and classroom performance: The impact of teacher education (pp. 1 - 12).
Teacher beliefs and technology integration.
The researcher posed three questions: 1) how do teacher participants in Arts Integration (AI) professional development describe their experience; 2) how are teacher practices influenced by the program; 3) how are teacher beliefs and self - efficacy influenced by participation in the program?
Teacher measures include mathematical knowledge for teaching, teacher beliefs about mathematics teaching and learning, teachers» knowledge of the CGI framework, teachers» knowledge of their own students» thinking processes, and teacher collaboration.
«Teacher Beliefs and Cultural Models: A Challenge for Science Teacher Preparation Programs,» Science Teacher Education (2002) 86 (6), 821 - 839.
The connection between teacher beliefs and teacher use of technology has been well - documented in the literature (Chan & Elliott, 2004; Ertmer, 2005; Kagan, 1992; Kim et al., 2013; Levin & Wadmany, 2005; Niederhauser & Stoddart, 2001).
PD can play a central role in teacher education through changing teacher beliefs, knowledge, and classroom practices using technology (Brinkerhoff, 2005; Schrum & Levin, 2013).
Also recognizing that teacher beliefs are an impetus to action, she explains that both should be studied as preparation for the teaching profession, noting that «practice isn't just what teachers do in class..., it's about how they think about what they do.»
Teacher beliefs and technology integration practices: a critical relationship.
Creating technology - enhanced, learner - centered classrooms: K - 12 teacher beliefs, perceptions, barriers, and support needs.
Teacher beliefs and cultural models: A challenge for science teacher preparation programs.
Six indicators, which fall into two main categories (Teacher Beliefs & Knowledge and Classroom Changes), are instrumental in understanding teachers» disposition toward the tools and their perceptions of how their instruction and student learning have changed as a result of their participation in the LDC initiative.