Relationships Between Middle School String Teachers Teaching Beliefs And Classroom Practices
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Relationships Between Middle School String Teachers Teaching Beliefs And Classroom Practices
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Author : Valerie Houghton Dopp
language : en
Publisher:
Release Date : 2019
Relationships Between Middle School String Teachers Teaching Beliefs And Classroom Practices written by Valerie Houghton Dopp and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with Middle school teachers categories.
Since the 1980s, interest in the cognitive and affective influences on teaching has initiated studies on teacher beliefs and practices. Studies of teacher beliefs in academic areas such as reading, math, social studies, and science are prolific. However, studies about the teacher beliefs and practices of music teachers are scarce. The purpose of this study, therefore, is to explore the teacher beliefs of middle school orchestra teachers and to examine how their self-reported and observed teaching practices reflect these beliefs. Based on the work of foreign language education researcher Simon Borg (2003) a conceptual framework was developed that shows the various sources of teacher beliefs and practices, including formative preservice musical experiences, inservice contextual factors, and inservice professional development. Employing a qualitative multiple case study method, six purposely-selected middle school orchestra teachers, representing a variety of experience levels and program characteristics, shared their teacher beliefs and practices. Data generation included observations, interviews, stimulated recall (think aloud teacher commentary of videotaped teaching episodes), and written reflection surveys. During analysis, six core teacher beliefs about middle school string students and how they learn were identified. These beliefs guided the teachers' observed practices. Findings from this study illustrated that preservice formative musical experiences influenced the middle school orchestra teachers' beliefs about the value and importance of music teaching as a career. Data from the participants revealed a wide variety of instructional practices emanating from largely similar core pedagogical beliefs. Analysis suggested that experienced teachers held more developed teacher beliefs, and they selected instructional practices carefully, where inexperienced teachers were still formulating their own beliefs and experimenting with instructional practices. Data from the study point out that contextual constraints sometimes prevent teachers from enacting their closely held beliefs. This incongruence influenced three of the six participants to change teaching positions or retire early from the education profession. The study of music teacher beliefs and practices may be of interest to preservice and inservice music teachers and music teacher educators. Future studies may explore the relationship between teacher beliefs and practices and student achievement, and contribute to string music education research.
An Investigation Of The Relationship Between Social Studies Teachers Beliefs And Practice
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Author : D. Antonio Cantu
language : en
Publisher:
Release Date : 2001
An Investigation Of The Relationship Between Social Studies Teachers Beliefs And Practice written by D. Antonio Cantu and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Education categories.
This study addresses and advances the study and understanding of numerous research and educational an constructs. In particular, it provides greater understanding of the role of teacher beliefs in guiding or influencing classroom practice. It also provides researches and educators with a framework for identifying those components that comprise a teacher's belief system.
The Relationship Between Teacher Beliefs And Classroom Disciplinary Practices
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Author : Avis G. Calabresa
language : en
Publisher:
Release Date : 1965
The Relationship Between Teacher Beliefs And Classroom Disciplinary Practices written by Avis G. Calabresa and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1965 with Classroom management categories.
Teacher Beliefs And Classroom Performance
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Author : James Raths
language : en
Publisher: IAP
Release Date : 2003-12-01
Teacher Beliefs And Classroom Performance written by James Raths and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-12-01 with Education categories.
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives. Most of the authors who have contributed to this collection of essays assume that beliefs are propositions that are felt to be true by the person embracing them, but that do not necessarily rest on the kind of evidence that justifies the use of the term “knowledge.” Teacher beliefs are an important topic because it is hypothesized that teachers and teacher candidates use them to shape the information they receive from formal teacher preparation and to direct subsequent decision-making in the classroom.
Relationships Between Primary Teacher Beliefs And Practice In The Primary Classrooms Of A Small Urban School In East Tennessee
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Author :
language : en
Publisher:
Release Date : 2008
Relationships Between Primary Teacher Beliefs And Practice In The Primary Classrooms Of A Small Urban School In East Tennessee written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
The purpose of the study was to determine if a relationship existed between primary teacher beliefs, traditional or developmentally appropriate; and primary teacher practice, traditional or constructivist. A multi-case study design was employed for this qualitative research study. Eight teachers completed the Primary Teacher Questionnaire (PTQ) to determine the study group. Based on their responses to the teacher beliefs questionnaire, 3 teachers were chosen to further participate in the study. Three main research questions were analyzed with individual and cross-case analysis. Triangulation of data included observations, Assessment of Practices in Early Elementary Classrooms (APEEC) scores determined from observation data, and individual teacher interviews. The 3 teachersâ initial data from the questionnaire were also used. The teacher with traditional beliefs demonstrated traditional practices. The teacher with developmentally appropriate beliefs demonstrated constructivist practices. The teacher whose beliefs fell in the middle demonstrated practices that were more constructivist than traditional.
An Exploration Of The Relationship Between Teacher Beliefs And Practices
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Author : Shelley Sha'ron Connell
language : en
Publisher:
Release Date : 2007
An Exploration Of The Relationship Between Teacher Beliefs And Practices written by Shelley Sha'ron Connell and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Dissertations, Academic categories.
This study was an investigation of the relationship between teacher beliefs and teaching practices. The relationship was explored to address reported inconsistencies among teacher beliefs, teaching practices and reform goals reported over the past 30 years. A self-study methodology was employed to collect data in a fourth-grade (n = 12) and a fifth-grade (n = 7) class at a private elementary school. Data were collected using a reflective journal and the Traditional Versus Inquiry-Based Classroom Behaviors instrument. Self-data were triangulated with critical judgment data from focus groups and interviews with students, parents, and a peer teacher observer. Data were collected and analyzed in four segments: (a) teacher beliefs, (b) teaching practices, (c) congruency between teacher beliefs and teaching practices, and (d) factors that influence congruency. Teacher beliefs were listed at the start of the school year and analyzed in narrative format. Teaching practices were recorded in the journal and analyzed through coding. The relationship between beliefs and practices was explored on two levels, following Haney & McArthur's (2002) modified theory of planned behavior. First, congruency between beliefs and practices was determined, yielding beliefs that were either central (congruent with practices) or peripheral (incongruent with practices) to the author's belief system. Second, congruency between central beliefs and two categories of teaching principles was determined, yielding three subdivisions: constructivist core (congruent with constructivist principles), emerging core (congruent with general principles) and conflict core (incongruent with constructivist principles) beliefs. Data analysis showed 16 central beliefs (those congruent with practice) in operation. The study finding was that teacher beliefs and practices were largely congruent for this one teacher. This contrasted most published reports. Coupling application of the TPB and modified TPB, congruence appeared to be largely influenced by teacher reflection on classroom experiences and student outcomes, as well as three belief factors about teaching by constructivist principles: (a) beliefs about positive or negative outcomes (b) beliefs about social pressure and (c) beliefs about external factors that impact one's ability. Implications for future professional development include categorizing beliefs, pairing with mentors identified as having constructivist core beliefs and the use of reflective practice during field experiences.-- Abstract.
A Qualitative Study Describing The Relationship Between Teachers Beliefs And Implementation Of Classroom Practices As A Result Of A Developmentally Appropriate Practices Staff Workshop
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Author : Shirley Dillon Knox
language : en
Publisher:
Release Date : 1994
A Qualitative Study Describing The Relationship Between Teachers Beliefs And Implementation Of Classroom Practices As A Result Of A Developmentally Appropriate Practices Staff Workshop written by Shirley Dillon Knox and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1994 with Teaching categories.
The Relationship Between Teachers Beliefs And Their Consultative Practice In In School Team Meetings Microform
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Author : Sheila Bennett
language : en
Publisher: National Library of Canada = Bibliothèque nationale du Canada
Release Date : 1998
The Relationship Between Teachers Beliefs And Their Consultative Practice In In School Team Meetings Microform written by Sheila Bennett and has been published by National Library of Canada = Bibliothèque nationale du Canada this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with Educational consultants categories.
The Relationship Between Teaching Beliefs And Practices As Perceived By Language Graduate Teaching Assistants
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Author : Emily Lawson
language : en
Publisher:
Release Date : 2019
The Relationship Between Teaching Beliefs And Practices As Perceived By Language Graduate Teaching Assistants written by Emily Lawson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with categories.
In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing, managing, and instructing classes, with varying levels of experience, training, responsibility, and support (Jordan & Howe, 2018; Patel, 2017). Although there is a body of work exploring the roles GTAs play as students and in institutions (Jordan & Howe, 2018; Park, 2004), GTAs have not generally been examined as classroom teachers. This study explores language GTAs’ beliefs about teaching, how their beliefs connect to their practice, and factors that affect their ability to implement their beliefs using data collected through semi-structured interviews and classroom observations. The findings show that GTAs (1) describe, instead of state, their beliefs focusing on classroom atmosphere and communicative language teaching factors; (2) are able to demonstrate their beliefs at least some of the time in their teaching; and (3) report contextual factors, such as time constraints and departmental training, that both hinder and facilitate their ability to implement their beliefs in their practices. Based on these findings, it is suggested that GTAs be provided opportunities to explicitly identify and reflect on their beliefs, make clear and accurate connections between their teaching and their beliefs, and experience an appropriate balance of support and autonomy. These suggestions are made so that GTAs might be more successful in integrating their beliefs and practices in ways that allow them to fulfill their roles as students and teachers well.
The Relationship Between Epistemplogical Beliefs And Effective Teaching Practices Among Elementary School Teachers
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Author : Christine Victoria Glenn
language : en
Publisher:
Release Date : 2007
The Relationship Between Epistemplogical Beliefs And Effective Teaching Practices Among Elementary School Teachers written by Christine Victoria Glenn and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Elementary school teachers categories.