The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles

Dilekli, Yalçın; Tezci, Erdoğan

doi:10.1016/j.tsc.2016.06.001

Cited by 68 publications

(60 citation statements)

References 27 publications

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“…1983). Zauważono, że nauczyciele o wysokim poczuciu własnej skuteczności, częściej niż nauczyciele o niskiej skuteczności, wprowadzają innowacje dydaktyczne w klasie, nowoczesne metody nauczania, zachęcają uczniów do samodzielności i autonomii w działaniu (Cousins, Walker 1995;Dilekli, Tezci 2016). Ponadto nauczyciele wysoko skuteczni łatwiej dają sobie radę z problemami wychowawczymi i sprawnie zarządzają klasą (Chacon 2005).…”

Section: Nauczycielskie Poczucie Własnej Skutecznościunclassified

Poczucie własnej skuteczności nauczycieli edukacji wczesnoszkolnej

Kulawska

2017

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Streszczenie: Celem artykułu jest empiryczna weryfikacja poczucia własnej skuteczności wśród nauczycieli edukacji wczesnoszkolnej. Przeprowadzono badania metodą sondażu diagnostycznego wśród 44 nauczycieli klas początkowych. Zastosowano kwestionariusz Teacher's Self Efficacy (TSE) Alberta Bandury w tłumaczeniu autorki. Wyniki badań wskazują na to, że nauczyciele najwyższą skuteczność osiągają w zakresie umiejętności wychowawczych, a najniższą w kontaktach z rodzicami i umiejętnościach tworzenia bezpiecznej, stymulującej atmosfery pracy w relacjach z uczniami, innymi nauczycielami i pracownikami szkoły. Ustalono, że nauczyciele będący w fazie zdobywania kolejnych stopni awansu zawodowego prezentują wyższe poczucie własnej skuteczności niż nauczyciele, którzy osiągnęli status nauczyciela dyplomowanego.Słowa kluczowe: poczucie własnej skuteczności, nauczyciel, edukacja wczesnoszkolna. WprowadzenieEfektywność procesu edukacyjnego zależy od wielu czynników, które mogą być zaklasyfikowane do trzech grup związanych z cechami i możliwościami ucznia, sytuacjami dydaktyczno-wychowawczymi i z osobą nauczyciela. W nurcie badań normatywnych nad zawodem nauczycielskim dużą uwagę przywiązywano do pożądanych, idealnych cech osobowości nauczyciela, jego umiejętności wchodzenia w relacje społeczne z uczniami, rodzicami i środowiskiem lokalnym. Podejmowano próby określenia, jakie cechy, wiedza i umiejętności nauczyciela sprzyjają budowaniu tożsamości poznawczej ucznia, rozwojowi jego osobowości, motywacji do uczenia się przez całe życie i zdobywania kompetencji niezbędnych w zmieniają-cym się świecie.Wobec współczesnego nauczyciela stawia się szereg wymagań i oczekiwań, które mogą być analizowane w kontekście cech osobowościowych, kompetencji zawodowych, umiejętności społecznych oraz własności moralnych. Wraz ze wzrostem

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Section: Nauczycielskie Poczucie Własnej Skutecznościunclassified

Poczucie własnej skuteczności nauczycieli edukacji wczesnoszkolnej

Kulawska

2017

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“…One of these paradigms is a changeover from teacher centered education to student centered education [98,101]. Because the studies indicate that teachers' approach to teaching affect students' approaches to teaching and their learning process [20,29,31,52,60,61,95,97]. For example the students whose teacher adopts student centered approaches and carries out student centered instructional methods have deep learning insight on the other hand students whose teacher adopts traditional teaching concept that forms around objectivist paradigm have more surface learning insight [24,40,96,97].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Pre-service Teachers' Epistemological Beliefs on Teaching Approaches

Tezci¹,

Erdener²,

Atıcı³

2016

ujer

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At the beginning of last century, the curriculum based on constructivist approach which is the essential of education reforms has become a foundation to solution seeking. It is obvious that the researches in literature could not provide the desired achievement. Only the existence of programs that are based on student centered approaches are not adequate for the qualified education. Teachers who implement these programs teaching approaches might be appropriate for student centered education perspective. Eventually teachers' teaching approaches affect students' learning styles and their learning process. There are various classifications in literature about teachers' learning and teaching approaches. The two most common classifications are constructivist and traditional approaches. Teachers' learning and teaching perceptiveness are affected by many variables. One of them is epistemological beliefs. Determining teachers' teaching perceptiveness and the epistemological beliefs contribute effective teacher education programs. The success of effort in educational reforms could be possible by pre-service teachers' and teachers' instruction that is based on contribution of epistemological beliefs and teaching approaches. The purpose of this study is to determine the influence of pre-service teachers' epistemological beliefs on teaching approaches. A cross-sectional survey design was employed and data were collected from 990 pre-service teachers in Turkey. Structural equation analysis using Partial Least Squares was used for statistical analysis of the data. Major findings indicated that epistemological beliefs which depend on effort and ability to learn have significant impact on constructivist teaching. The belief reference to existence of an only true has significant effect on traditional teaching. The beliefs which depend on effort have significant negative impact on traditional learning-teaching approach. According to the results of this study, pre-service teachers' believe that learning is based on existence of an only true and innate ability.

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“…The common idea that only clever people can think is not valid anymore (Dilekli, 2015(Dilekli, , 2016Hashim, 2004;Siegel, 2010) because many studies (Costa, 2001;Beyer, 2010;Onosko, 1991;Nair & Ngang, 2012) have shown that thinking skills can be taught to anyone. Furthermore, the question of which cognitive skills should be taught for creating better thinkers have been answered.…”

Section: Introductionmentioning

confidence: 99%

“…Subject-matters become a mean to teach the skills and how you teach became more important than what you teach. Thus, teaching techniques and classroom practices become the major elements of teaching thinking process (Beyer, 2010;Dilekli & Tezci, 2015, 2016Nispet, 1990). According to Fisher (1995), there are three main factors effecting teaching thinking: (1) learning and facilitating teachers, (2) thinking learners, and (3) supportive learning atmosphere.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, teachers create a problem situation for establishing cause and effect relationships. Furthermore, in thinking classrooms, students work together to solve real life problems or making a project and evaluate their solutions from a critical point of view (Avargil, Herscovitz, Dori, 2011;Dilekli & Tezci, 2015, 2016Goelz, 2004;Kline, 2002;Lipman, Sharp & Oscanyan, 1980). Many studies (Keyser & Broadbear, 1999;Nair & Ngang, 2012;Ritchhart & Perkins, 2000;Sternberg, 1992) show that some habits and classroom applications hinder teaching thinking.…”

Section: Introductionmentioning

confidence: 99%

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Adaptation of Teachers’ Teaching Thinking Practices Scale into English

Dilekli¹,

Tezci²

2019

EUROPEAN J ED RES

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This study aims to adapt teachers' classroom practices for teaching thinking scale from Turkish to English culture. The scale includes 21 items. Each item has 5-point Likert type. It has 4 factors: Effectiveness of Teaching Thinking, Loyalty to Curriculum, Teacher Dependence and Encouraging Thinking. In the first step, statistical analyses were administrated to achieve linguistic equivalence. To do that, the data were collected from 30 English teachers with 20 day intervals. In the second step, the data collected from 148 native English teachers were analysed by Confirmatory Factor Analyses. Good level fitting indices were found at the end of this process. Cronbach Alpha coefficient value was found to be .90. For Convergence and Discriminating validity, which means construct validity, correlations between sub-dimensions and average explained variance values were calculated and found good sufficient levels. Items in the scale were discriminating. As a result of this study, it was found that English translation of the scale was statistically valid and reliable.

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The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles

Cited by 68 publications

References 27 publications

Poczucie własnej skuteczności nauczycieli edukacji wczesnoszkolnej

Poczucie własnej skuteczności nauczycieli edukacji wczesnoszkolnej

The Effect of Pre-service Teachers' Epistemological Beliefs on Teaching Approaches

Adaptation of Teachers’ Teaching Thinking Practices Scale into English

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