Developing beliefs about classroom motivation: Journeys of preservice teachers

This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development of beliefs about classroom motivation. The findings highlight the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation. Implications emphasize the importance of enabling preservice teachers examining existing beliefs and integrating these with learning during teacher education.     

An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning

Examination of prospective teachers’ beliefs about teaching and learning on entry to teacher education programs, and tracking the development of these beliefs in light of academic and field-based experiences, is a critical task for teacher educators. The study examines metaphor construction as a tool to gain access to, and promote the development of, prospective teachers’ beliefs through the incorporation of reflective activities that integrate academic and field-based experiences. Specifically, this research examines how metaphorical representations of preservice elementary teachers’ in the United States and Europe changed and examines the factors influencing the development of beliefs and the modification of metaphors.     

Pre-service teachers’ episodic memories of classroom management

This study focused on past excellent teachers’ classroom management strategies from the perspective of 148 pre-service teachers. The purpose of the study was to examine how pre-service teachers’ memories reflect classroom management models that are typically taught in teacher education coursework prior to their study of those models, as well as to explore memories that did not fit a particular model. Results indicated that pre-service teachers related episodes that clustered on establishing rules, but were less likely to relate experiences based on other strategies such as withitness, smooth transitions, or formal classroom meetings. Implications for teacher education are explored.     

Examining the unexpected sophistication of preservice teachers’ beliefs about the relational dimensions of teaching

Research on preservice teachers’ beliefs about professional teaching capabilities indicates strong attention to the relational dimension; these studies have contributed to a portrayal of preservice teachers as simplistic and overly optimistic about the teaching profession. In this article, I position preservice teachers’ attention to teacher–student relationships as a form of professional knowledge. Drawing from findings of a qualitative study of U.S. elementary (prekindergarten-Grade 4) preservice teachers who were asked to describe professional characteristics of effective teachers, I suggest their beliefs reveal surprisingly nuanced understandings about the complex nature of teaching.     

Exploring preservice teachers’ metaphor plotlines

This study explores how entering female preservice teachers position themselves-the plotlines, obligations, responsibilities and duties they are prepared to enact, the expectations they hold for students, and the implications these have for teacher education. Using positioning theory, the authors analyze application letters of 20 elementary preservice teachers to uncover metaphor plotlines for teaching. Preservice teachers’ application letters contained 12 metaphor plotlines presented here in terms of the definition, the role of teacher and the role of student. The paper explores implications for the content of teacher education, development as a teacher, and the ability to engage students.     

Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers

Education literature suggests that preservice teachers hold similar initial beliefs, viewing the teacher as the authority figure passing knowledge to the students. In consistency with constructivist practice, these beliefs should be challenged to enable the preservice teachers to develop alternative ideas, seeing the students capable of constructing knowledge with the help of the teacher. These beliefs are found difficult to change in the course environment. Drawing on surveys and teaching observations from four preservice teachers in an introduction methods course, the study showed that the four participants had different epistemological beliefs, some beliefs being more resistant to change than others.     

Elementary preservice teachers’ opinions about parental involvement in elementary children's education

Although parent–teacher interaction is a key factor for children's education, little attention has been paid to this issue in teacher education programs. This study explores and examines the opinions of elementary preservice teachers about parental involvement in elementary children's education. While a total of 223 preservice teachers from a large research university in the southeast of United States participated in the quantitative part, twelve preservice teachers within the same sample who were at the end of their student teaching participated in the qualitative part of the study. Study results suggested that teacher education programmes where parental involvement instruction and activities are integrated into the courses help preservice teachers become better prepared and carry positive opinions toward parental involvement.     

Success and near misses: Pre-service teachers’ use,confidence and success in various classroom management strategies

While the importance of effective classroom management is repeatedly made, there is little comprehensive research identifying the management strategies pre-service teachers employ, nor how successful or confident they find various strategies. Accordingly, 336 Canadian pre-service teachers were surveyed. It was found that pre-service teachers report most frequently employing initial corrective strategies (for example, physical proximity), even though preventative strategies (such as establishing regular routines) were reported to be as successful as these initial corrective strategies. The strategies pre-service teachers report most frequently employing were also those they felt the most confident in. Recommendations for teaching programs conclude the paper.     

Integrating mindfulness and connection practices into preservice teacher education improves classroom practices

Teachers vary in their ability to enact effective teaching practices. We randomly assigned 88 early education preservice teachers to standard teacher education or teacher education plus a 9-week mindfulness-based intervention. Using the Classroom Assessment Scoring System (CLASS) as our primary outcome, we assessed effective teaching practices at baseline and at a 6-month follow-up that occurred during full-time student teaching. Mindfulness, negative affect, and well-being were assessed at baseline, post-test, and follow-up. At follow-up, we observed significant GROUP × time interactions on all major CLASS domains: Instructional supports, Emotional supports, and Classroom organization favoring the intervention group (Cohen's d's 0.53–0.65). Daily mindfulness practice was significantly associated with intervention group improvements on Instructional supports (r = .39) and Classroom organization (r = .38). No group differences were observed on negative affect or well-being. Implications for teacher education are discussed.     

A longitudinal investigation of the science teaching efficacy beliefs and science experiences of a cohort of preservice elementary teachers

ABSTRACT

This paper assesses the relationship between participation in two tertiary science courses and the science teaching efficacy beliefs (STEBs) of one cohort of preservice elementary teachers over a four-year period. Two Type II case studies were conducted within the courses. Data were collected through 26 administrations of the Science Teaching Efficacy Belief Instrument-B and semi structured interviews. Results showed that participation in the subjects covaried with increases in the participants’ STEBs. These increases in STEBs remained durable for two years. Implications for these findings are discussed within the paper.     

Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.     

Science knowledge and efficacy beliefs among preservice elementary teachers: A follow-up study

Slightly over two years ago aspects of knowledge and efficacy beliefs among preservice elementary teachers regarding science education were examined. Those results indicated a low level of science knowledge and a marked lack of confidence toward teaching science among prospective teachers. In the interim suggestions from that study have resulted in an increase in the number of required science courses that have been implemented in the teacher education program. The current, follow-up, study, found no increase in science content knowledge but did identify positive changes in efficacy beliefs. The results are discussed relative to Locus of Control theory.     

Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs,PCK and domain knowledge among preservice teachers from the United States

This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.     

Training confident primary modern foreign language teachers in England: An investigation into preservice teachers’ perceptions of their subject knowledge

The National Languages Strategy, published in the UK in 2002 offers all primary school children an entitlement to learn a Modern Foreign Language (MFL) by 2010. The supply of adequately trained teachers is one of the key determinants of the success of this initiative. This paper presents findings from a study involving 18 teacher education institutions offering a primary MFL specialism, focusing particularly on the preservice teachers’ confidence in their own subject knowledge. A compulsory component of the specialism is a month of practicum abroad and this article explores the potential benefits and difficulties associated with this experience, as reported by the preservice teachers through questionnaires and focus groups.     

Prospective teachers’ beliefs about imaginative thinking in K-12 schooling

This study examined prospective teachers’ (N = 176) beliefs about the role that memorization and imaginative thinking play in K-12 schooling. Results indicate that the majority of prospective teachers (68.5%) believed there was a specific grade that teachers should place more emphasis on the memorization of correct answers rather than encourage students’ imaginative thinking. Moreover, a significantly disproportionate number of prospective teachers selected the elementary grades (and 1st grade in particular) as the time when students should be encouraged to focus more on memorization. Finally, results of logistic regression analysis indicate that prospective teachers who viewed unexpected student responses as ideal were significantly more likely to believe that it was never appropriate to place more emphasis on memorization. Implications of these results, along with prospective teachers’ justifications for their selections, are also discussed.     

Assessing teachers’ multicultural and egalitarian beliefs: The Teacher Cultural Beliefs Scale

The article describes the newly developed Teacher Cultural Beliefs Scale (TCBS). The TCBS assesses multicultural and egalitarian beliefs about diversity, both of which reflect favorable attitudes toward immigrant students, but differ with regard to how cultural diversity is believed to be best accommodated in schools. Results from a first study with 433 beginning teachers supported the two-factor structure and the measurement invariance of the scale. Results from a second study with 340 teacher candidates and educational science students showed that proponents of multiculturalism and egalitarianism shared a motivation to control prejudiced reactions, but that they differed in their views on acculturation, prejudices, and authoritarianism.     

Co-constructing efficacy: A “communities of practice” perspective on teachers’ efficacy beliefs

Teachers’ efficacy beliefs are critical to improving student learning, but we have yet to fully understand how these beliefs develop. The prevailing model of teachers’ efficacy development emerges from cognitive theories, but sociocultural theories may add insights to modeling the impact of teachers’ school contexts. This case study takes a “communities of practice” approach to explore the connections between teachers’ evidence-based decision-making practices and their efficacy beliefs. Findings, based on interviews with four teachers, indicate that teachers co-construct their efficacy beliefs in shared practices, suggesting the usefulness of communities of practice theory to more fully understand teachers’ efficacy belief development.     

Disclosing biology teachers’ beliefs about biotechnology and biotechnology education

Teachers have been shown to frequently avoid addressing biotechnology topics. Aiming to understand the extent to which teachers’ scarce engagement in biotechnology teaching is influenced by their beliefs and/or by extrinsic constraints, such as practical limitations, this study evaluates biology teachers’ beliefs about biotechnology and biotechnology teaching. The findings of a survey administered to 93 secondary school teachers reveal that, in spite of holding positive beliefs about biotechnology, teachers overestimate the obstacles presented at biotechnology teaching, particularly concerning material and resource limitations. Implications of these findings for teacher training program design are discussed.