2015
DOI: 10.24815/siele.v2i1.2235
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Exploring Teachers’ Beliefs and the Teaching Profession in Aceh

Abstract: Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers' beliefs are defined by Johnson (1994)

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Cited by 10 publications
(12 citation statements)
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References 10 publications
(12 reference statements)
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“…As a result of significant growth in internet technology, particularly in the area of education, online courses are becoming increasingly popular among students and educational institutions. This, for a number of reasons, has influenced teachers' beliefs and experience toward teaching positions, including those in the Aceh province (Ningsih & Fata, 2015). More and more teachers have been involved in a new type of teaching and learning experience, particularly those involving the use of technological devices and the internet.…”
Section: Introductionmentioning
confidence: 99%
“…As a result of significant growth in internet technology, particularly in the area of education, online courses are becoming increasingly popular among students and educational institutions. This, for a number of reasons, has influenced teachers' beliefs and experience toward teaching positions, including those in the Aceh province (Ningsih & Fata, 2015). More and more teachers have been involved in a new type of teaching and learning experience, particularly those involving the use of technological devices and the internet.…”
Section: Introductionmentioning
confidence: 99%
“…For example, teachers willingness to employ information and communication technology (ICT) in teaching is heavily influenced by their perception of their subject and its ability to accommodate changes (Prestridge, 2012). In an observation of three English teachers in Australia, Ningsih and Fata, (2015) found that specific methodological choices of teachers emerged from their pre-established views of English as a school subject. Here, the conception teachers make of their subject enable them select resources, tools, and approaches to teaching that work best for them in each circumstance.…”
Section: Subject Conceptualizationmentioning
confidence: 99%
“…"The history subject is very abstract so that compels me to assemble a lot of teaching and learning materials," he added. Ningsih and Fata (2015) and Akyeampong (2017) emphasized this point when they contended that teachers' presumptions about their subject determine their choice of methods and resources for teaching. Content knowledge not only inform practice, it also imbues confidence in the teacher about their abilities to lead subject matter learning at the Ghanaian high school level.…”
Section: Subject Conceptualizationmentioning
confidence: 99%
“…Medgyes (1999) stated that to raise the confidence of NNESTs, they should develop their English proficiency to become near-native. Ningsih and Fata (2015) said that having professional competence means that the teachers should have an excellent capacity for mastering learning materials which will enable them to help their students to achieve the highest standards of competence as specified in the national curriculum. Furthermore, cognitive competence is also vital to achieving higher language proficiency.…”
Section: Enhancing English Proficiencymentioning
confidence: 99%