Teachers’ pedagogical beliefs and their planning and conduct of computer‐mediated classroom lessons

Abstract

In this study, we observed and interviewed six teachers from two Singapore primary school classrooms. The schools were reportedly achieving high levels of computer integration as reflected in a nationwide questionnaire survey. Out of the 18 lessons that we observed, 14 lessons have incorporated some elements of constructivist teaching. However, closer examination revealed that the underlying orientation of the lessons was inclined towards information acquisition and regurgitation. Five out of the six teachers we interviewed were reportedly inclined towards constructivist notion of teaching. The teachers accounted for the inconsistency between their espoused beliefs and the teacher-centric teaching practice as due to contextual constraints. The teachers expressed that the need to complete the syllabi according to stipulated schedules so as to get the students ready for examination was the main barriers that prevented them from engaging in more constructivist teaching. This case study therefore highlights that although it is necessary for teachers to hold pedagogical beliefs that are compatible with the constructivist notion of teaching and learning, this is an insufficient condition to shift traditional teaching practice. Changes in assessment systems and substantial professional development are further conditions that have to be addressed.

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

“…And, these findings seemed to at least align with other research (e.g. Baylor & Ritchie, 2002;Ping Lim, & Sing Chai, 2008), in that no technology tools were identified that were being integrated in science instruction in reformed ways at the beginning of the PD, which was when these teachers had not received PD support that others have found is needed.…”

“…Several researchers have attributed teachers' inability to move beyond using technology for administrative purposes or supporting traditional instruction to teachers' lack of confidence with technology (Lussier, Gomez, Hurst, & Hendrick, 2007;Mumtaz, 2000;Zhao & Cziko, 2001) or lack of support in the form of PD (Baylor & Ritchie, 2002;Ping Lim & Sing Chai, 2008). Instances can be found where technology-enhanced tools like scientific visualizations show promise in supporting teachers' adoption of reformed instruction practices (Varma, Husic, & Linn, 2008).…”

The evaluation of technology-based course materials developed by mathematics teachers

“…This situation also indicates that the teachers in the study could not exactly meet the requirements of the TPACK domain. This finding coincides with the findings of the previous studies which revealed that teachers have deficiencies with respect to TPACK while designing teaching-learning environments in their classes (Gao et al, 2009;Koh, 2013;Lim & Chai, 2008). The studies which examined the classroom practices of teachers empirically revealed that teachers generally lack the TPACK, which hinders the design of meaningful learning with ICT (Gao et al, 2009;Koh, 2013;Lim & Chai 2008).…”

“…They have also chosen to use ICT as a useful material to configure the learning-teaching processes (Gao, Choy, Wong & Wu, 2009;Hayes, 2007;Koh, 2013;Lim & Chai, 2008;Smeets, 2005;Ward & Parr, 2010). During this process, it is of great importance for teachers to have the general background in TPACK components and to use the different knowledge backgrounds they have effectively.…”

The Role of Early Learning Experience in Shaping Teacher Cognition and Technology Use

“…Nevertheless, she adds that their use of new educational tools will be filtered through established beliefs about teaching and learning, and in this respect, teachers' perceptions of Information and Communication Technology (ICT) will not differ greatly from their perceptions of other teaching resources or methodologies. Lim and Chai (2008) present a similar argument in the context of their research on schoolteachers in Singapore. They explain that since the construction of teachers' pedagogical beliefs begins early in life, teachers who went through "traditional" schooling may hold beliefs that reflect elements of this kind of education, and only discern affordances that are congruent with these beliefs.…”