Examining the Variables Affecting Primary Teachers’ Teaching and Learning Approaches with a Structural Equation Model

Ardıç, Şerife; Uslu, Öner

doi:10.15390/eb.2021.10143

Cited by 2 publications

(9 citation statements)

References 67 publications

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“…Those teachers with sophisticated epistemological beliefs conceive the teaching process from a constructivist perspective, placing the student as the protagonist of the educational experience. While teachers with naive beliefs about knowledge maintain a traditional conception of teaching, developing transmitted strategies where the teacher is the protagonist of the class [24], [27], [30], [32], [37], [40]. This evidence adds to the findings reported by students and teachers in training [41]- [46].…”

Section: Relationship To Teaching Approachesmentioning

confidence: 66%

“…Their responses differed on the concept, source, and factors affecting the formation of this type of belief. 2 [24] Quantitative 284 primary school teachers in Turkey.…”

Section: Resultsmentioning

confidence: 99%

“…Category Studies Relationship to teaching approaches [24], [27], [30], [32], [37], [40] Inconsistencies with teaching practice [23], [24], [28], [29], [33]- [36], [39] Relationship with other areas of study [24]- [26], [28], [31], [35], [38]…”

Section: Table 2 Categories With Author(s)mentioning

confidence: 99%

“…A detailed review of these works allows us to identify some exciting findings highlighting this relationship. For example, according to several researchers [24], [30], the implementation of curricular reforms in the school system based on a constructivist approach to teaching has significantly affected the transformation of the approaches that guide teachers' decisions and practice. For these researchers, the development of this type of belief could be due to this reason since the treatment of contents is integrated under a complex belief of the structure of knowledge [24], [30].…”

Section: Relationship To Teaching Approachesmentioning

confidence: 99%

See 3 more Smart Citations

Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021

Aguilar-Valdés,

Almonacid-Fierro,

Valdebenito

et al. 2024

IJERE

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<span lang="EN-US">Teachers’ actions are grounded on their theoretical and disciplinary knowledge; however, their belief system, and in particular their epistemological beliefs, may be influencing their teaching practices. This study analyzes the scientific production between 2011 and 2021 regarding teachers’ epistemological beliefs and their relationship with teaching practice. The methodological design consists of a systematic literature review, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines in the Web of Science, Scopus, and ERIC databases. The sample considers 18 articles reviewed by thematic content analysis. The results report that this type of belief has a close relationship with teaching approaches, that there are certain inconsistencies with teaching practice, and that links have been established with other areas of study that enrich reflection. It seems prudent and necessary to observe this relationship from a broad, situated, and complex perspective, avoiding generalizing and polarizing the character of these beliefs, by noting that there are various factors involved between what teachers believe about knowledge and what they do in the classroom.</span>

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Section: Relationship To Teaching Approachesmentioning

confidence: 66%

“…Their responses differed on the concept, source, and factors affecting the formation of this type of belief. 2 [24] Quantitative 284 primary school teachers in Turkey.…”

Section: Resultsmentioning

confidence: 99%

Section: Table 2 Categories With Author(s)mentioning

confidence: 99%

Section: Relationship To Teaching Approachesmentioning

confidence: 99%

See 2 more Smart Citations

Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021

Aguilar-Valdés,

Almonacid-Fierro,

Valdebenito

et al. 2024

IJERE

View full text Add to dashboard Cite

show abstract

“…Learning and teaching beliefs affect the teaching behaviors of teachers and student classroom teachers (Richardson, 2003;Tillema, 2000). In the quantitative studies in Turkey, it has been found that while the constructivist beliefs about teaching and learning of teachers and student classroom teachers are at a high level, they cannot abandon the traditional approach (Ardıç & Uslu, 2021;Bahçıvan, 2016;Bıkmaz, 2017;Ekinci, 2017). The cultural context is also important in the effect of student classroom teachers' learning and teaching beliefs on their teaching activities.…”

Section: Discussionmentioning

confidence: 99%

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Taş

Karabay

2023

Participatory Educational Research

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The process of learning and teaching involves the organization of the interaction among teachers, students, and content. The focus of this study was to enable the student teachers’ experience of deliberate practice to improve their organization of specific content and develop practice skills in classroom environments. This study, which adopted a holistic single-case method, examined fourth-year student classroom teachers’ content organization skills in a teaching practicum course. The study was conducted with 11 fourth-year student teachers, who were attending a teaching practicum course, and data were collected through an open-ended test, a semi-structured interview form, and lesson plans. The student teachers were provided with four weeks of training on the components of concepts and generalizations, and with information selecting-organizing-integrating (SOI) techniques. The participants were asked to prepare lesson plans and implement them in the classroom environment. Over six weeks, the researchers provided the participants with feedback and corrections for the lesson plans they prepared. The findings showed that the participants could not reflect the SOI techniques and the components of the concept and generalization in the lesson plans they prepared at the desired level. When the findings from this study were evaluated, we can state that organizing the content in lesson plans and the application of it is indeed a challenging process for student teachers. To efficiently carry out the said task, they need effective and well-structured support from teacher educators.

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Examining the Variables Affecting Primary Teachers’ Teaching and Learning Approaches with a Structural Equation Model

Abstract: Bu makale Şerife Ardıç'ın Öner Uslu danışmanlığında yürüttüğü "İlkokul öğretmenlerinin öğretme öğrenme anlayışlarını etkileyen değişkenlerin yapısal eşitlik modeliyle incelenmesi" başlıklı yüksek lisans tezinden üretilmiştir.

Cited by 2 publications

References 67 publications

Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021

Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

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