A review of research on teacher beliefs and practices

Fang, Zhihui

doi:10.1080/0013188960380104

Cited by 1,011 publications

(758 citation statements)

References 45 publications

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“…Furthermore, some of the participants reported that colleagues' support helped them to generate useful teaching ideas. Thus, as suggested by Fang (1996), rather than simply providing teachers with more theoretical knowledge, educators should assist teachers to "understand how to cope with the complexities of classroom life and how to apply theory with the constraints imposed by those realities" (p. 59).…”

Section: Implications and Conclusionmentioning

confidence: 99%

Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes

Chang¹,

Goswami²

2011

ELT

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Foreign language teaching in many Asian-Pacific countries in recent decades has shifted toward communicative-focused instruction. However, researchers have reported a gap between policy and practice. To incorporate teachers' voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers' implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes. The findings indicated that the factors that impacted implementation of CLT related to teachers, students, the educational system, and suitability of CLT in the local context. Also, certain situational constraints were found to hinder the implementation of CTL. The article provides practical recommendations for teachers, educators, and policy makers to further improve teacher training, curriculum design, and situational constraints to ensure success in implementing the CLT approach.

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Section: Implications and Conclusionmentioning

confidence: 99%

Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes

Chang¹,

Goswami²

2011

ELT

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“…Los docentes, por ejemplo, tienen creencias particulares sobre los propósitos de la enseñanza, las mejores formas de aprender o las estrategias de enseñanza más efectivas (Fang, 1996). Estos docentes trabajan en ambientes escolares particulares y perciben, experimentan y responden de manera distinta a las reformas educativas que se les plantean o imponen periódicamente (Darling-Hammond y Brandsford, 2005).…”

Section: Introductionunclassified

Tres Elementos Fundamentales en La Formación De Docentes De Ciencias

Talanquer

2017

TED

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El éxito de reformas educativas basadas en resultados de la investigación en educación de las ciencias depende de la capacidad de los docentes para implementar formas de enseñanza ambiciosas y responsivas tanto a las expectativas de desempeño establecidas en estándares educativos nacionales como a las experiencias, ideas e intereses de los estudiantes. En este ensayo se describen, analizan y discuten tres elementos formativos que se consideran fundamentales en la preparación de tales docentes. Estos elementos incluyen (1) la conceptualización de la disciplina no como un cuerpo de conocimientos especializados, sino como una forma productiva de pensar y actuar sobre el mundo que nos rodea; (2) la habilidad para seleccionar o diseñar tareas instruccionales retadoras que involucren a los estudiantes de manera activa en la construcción de explicaciones y soluciones a fenómenos o problemas concretos de interés, y (3) la capacidad para implementar dichas tareas instruccionales de manera responsiva, usando evaluación formativa continuamente para hacer visible, promover, apoyar, enriquecer, cuestionar y dirigir el pensamiento de los estudiantes. Estas prácticas son necesarias para crear oportunidades de aprendizaje con un nivel apropiado de reto intelectual, el cual pueda ser sostenido a lo largo de toda tarea instruccional o unidad de trabajo. La enseñanza centrada en estos elementos satisface múltiples metas de la educación de las ciencias en la actualidad, tales como desarrollar la comprensión significativa de conceptos e ideas centrales en cada disciplina, promover la participación de los estudiantes en diversas prácticas científicas, involucrar a los estudiantes en argumentación y otras formas discursivas utilizadas en la construcción y evaluación del conocimiento científico, e integrar conocimientos y prácticas científicas en la generación de explicaciones y el diseño de soluciones de interés para los estudiantes y las sociedades en las que viven. La enseñanza ambiciosa y responsiva de la disciplina también facilita la participación equitativa de todo tipo de estudiantes en el aula y favorece el desarrollo profesional continuo de los docentes involucrados, quienes deben aprender a responder de manera productiva a las ideas de sus estudiantes en situaciones específicas y contextos variados. Sin embargo, el desarrollo de estas competencias demanda la transformación de los programas de formación docente para enseñar a enseñar en congruencia con los tres elementos formativos mencionados.

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“…As Fang (1996) suggested, the reasons for inconsistencies might be the complexities of classroom life. Teacher beliefs are situational and are manifested in instructional practices only in relation to the complexities of the classroom context (Wong et al 2016).…”

Section: What Has Been Done In Recent Yearsmentioning

confidence: 99%

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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The purpose of this publication is to record the current state of the art in research on mathematics-related affect. Research on mathematics-related affect is varied in theories and concepts. Rather than trying to address all perspectives in one chapter, we have identified significant strands of research and invited colleagues from these strands to each write a short section summarizing the state of the art in that strand.The concepts and theories pertaining to the affective domain can be mapped along three dimensions (Hannula 2012). The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. In this Topical Survey, motivation is covered in Sect. 2.5 (Middleton, Jansen, and Goldin), which also discusses how emotions and beliefs relate to motivation; Sects. 2.2 (Pantziara) and 1.2.3 (Zhang and Morselli) are on beliefs; and Sect. 2.1 (Di Martino) on attitude more or less cross-cuts through all these categories. The second dimension is movement from rapidly fluctuating state to more stable trait. All of the sections in this chapter focus on trait-type affect while only Sect. 2.5 (by Middleton, Jansen, and Goldin) discusses both of these dimensions (referred to as "in the moment" and "long term"). The last dimension covers the theorizing level, which has three main levels in mathematics-related affect: physiological (embodied), psychological (individual), and social. Mathematics-related affect has mainly been studied using psychological theories and consequently most sections discuss only such research. The so-called social turn (Lerman 2000) in mathematics education is in this Topical Survey mainly reflected in Sect. 2.4 (Heyd-Metzuyanim, Lutovac, and Kaasila) on identity, but Sect. 2.5 (Middleton, Jansen, and Goldin) on motivation also has both a section which discusses the social level and how it interplays with the individual level and a section on self-efficacy which highlights the emerging research on the collective efficacy of collaborative groups. The physiological level

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A review of research on teacher beliefs and practices

Cited by 1,011 publications

References 45 publications

Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes

Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes

Tres Elementos Fundamentales en La Formación De Docentes De Ciencias

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

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