Teachers' perspectives on classroom practice in Botswana: Implications for pedagogical change

Attempts to improve the quality of education in Botswana have, inter alia, included an emphasis on a learner-centered pedagogy. Attempts at implementing this pedagogy have been made within the ambit of the technical rational model of curriculum development. The attempts, however, have produced inconclusive results, and these results have often been rationalized in technicist terms, e.g., as being due to lack of resources and poorly trained teachers. Overlooked in this technicist model are the teachers' perspectives on the innovation. Using the case-study approach within the rubrics of the qualitative research paradigm, this study sought to establish the perspectives of geography teachers in a senior secondary school in Botswana vis-a-vis the learnercentered pedagogy advocated in Education for Kagisano ( Social Harmony ), a report produced by the 1977 Commission on Education. The findings indicated that teachers' classroom practices were influenced by many factors other than technical ones: these included the teachers' assumptions about the nature of knowledge and the ways it ought to be transmitted, their perceptions of students, and the goal of schooling. It also emerged that their assumptions were incongruent with the basic tenets of the learner-centered pedagogy. The findings, then, are an indictment of the technical rational model of change implementation applied in Botswana. They indicate that disregarding what teachers know and think about their taken-for-granted classroom practices when effecting change can lead to disappointing results.     

Are teachers' beliefs incongruent with their observed classroom behavior?

The study forcuses on an on-going question of whether teachers' beliefs are incongruent with their observed classroom behavior. The setting for the study is a Protestant high school in a large southwestern city. In particular, two teachers are studied. Elicitational questioning and classroom observations are used as procedural methods for data collection. Congruency/incongruency is determined qualitatively, i.e., by comparing observed patterns of teacher classroom behavior with their elicited beliefs. Findings indicate that congruent and incongruent beliefs must be understood in terms of a clustering effect of beliefs in belief systems. Moreover, such findings can be used in understanding teacher decision making processes and classroom teaching strategies.     

Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management

The purpose of this study was to explore Turkish preservice science teachers’ science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC) inventory. Data analysis indicated that preservice science teachers generally expressed positive efficacy beliefs regarding science teaching. In addition, results revealed that participants were interventionist on the instructional management dimension, whereas they favored non-interventionist style on the people management dimension of the ABCC inventory.     

Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice

There is broad acceptance that mathematics teachers’ beliefs about the nature of mathematics influence the ways in which they teach the subject. It is also recognised that mathematics as practised in typical school classrooms is different from the mathematical activity of mathematicians. This paper presents case studies of two secondary mathematics teachers, one experienced and the other relatively new to teaching, and considers their beliefs about the nature of mathematics, as a discipline and as a school subject. Possible origins and future developments of the structures of their belief systems are discussed along with implications of such structures for their practice. It is suggested that beliefs about mathematics can usefully be considered in terms of a matrix that accommodates the possibility of differing views of school mathematics and the discipline.     

Teachers' salient beliefs about a problem‐solving demonstration classroom in‐service program

Each year science teachers have the opportunity to participate in a variety of in‐service programs, with the most traditional yearlong in‐service agendas consisting of a preprogram, program, and follow‐up program. One alternative to the traditional program is the inclusion of demonstration classrooms within the follow‐up segment. This study specifically explored the beliefs of in‐service teachers about one such program; the Problem‐Solving Demonstration Classroom in‐service program. To capture participants' beliefs, open‐ended interviews, focus groups, and observations were conducted throughout a yearlong Problem‐Solving Demonstration Classroom in‐service program. The collected data were inductively analyzed to identify the salient beliefs of participants. The results of this study suggest that the Problem‐Solving Demonstration Classroom in‐service program provided participating teachers an opportunity to address their instructional needs pertaining to problem solving, develop a view of the student in the context of problem solving, redefine their understanding of problem solving, reflect upon their own instructional practice, and engage in a collegial and mentoring dialogue with peers. This preliminary investigation suggests that the demonstration classroom program may be one variation to the traditional yearlong in‐service program that is worthy of further exploration. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 141–158, 1999     

Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles

We introduce the concept of teachers' intrinsic vs. extrinsic instructional goals and demonstrate its contribution to teachers' classroom motivating styles using independent samples across four studies. Based on self-determination theory, we hypothesized that the more teachers adopted intrinsic instructional goals the more they would rely on an autonomy-supportive motivating style, and the more they adopted extrinsic instructional goals the more they would rely on a controlling motivating style. Because no measure existed to assess intrinsic vs. extrinsic instructional goals, we created the new 4-scale, 16-item Teacher Goals Questionnaire (TGQ) in Study 1, using a pool of 72 candidate items and data from 212 fulltime K-12 teachers. In Study 2, we demonstrated the TGQ's construct and factorial validity by sampling 149 fulltime K-12 teachers. In Study 3, we tested our hypothesized model by sampling 147 fulltime K-12 teachers who reported their instructional goals on the TGQ and their motivating styles on two separate measures. Structural equation modeling analyses confirmed the hypothesized model. In Study 4, we replicated the findings from Study 3, using a multilevel sample (92 secondary teachers, 2749 students), a longitudinal research design, and student measures of teachers' motivating styles. The discussion focuses on instructional goals as key antecedents of teachers' classroom motivating styles.     

Congruence of student teachers' pedagogical images and actual classroom practices

An understanding of student teachers' pedagogical images plays an important role in helping teacher educators plan learning experiences. The purposes of this study were to obtain a profile of pedagogical images of a group of student teachers, and to assess whether there is congruence between their pedagogical images and classroom practices. Applying the conception of teaching model proposed by Pratt, Chan developed a questionnaire to evaluate teachers' views about teaching, which was modified here and administered to 59 first-year student teachers before and after their teaching practicum in physical education for secondary schools. Results indicated that the student teachers possess a Nurturing image, whereas in actual classroom practices, their approach was a mix between the Apprenticeship and the Transmission approaches. In other words, whereas student teachers conceive themselves as having a more child-centred approach to teaching, in reality, their practices constituted more a teacher-centred approach. The investigators considered that this type of information would be helpful for teacher educators when planning learning experiences.     

Teachers' beliefs about pedagogy and related issues

This study explores teachers' beliefs about pedagogical issues as well as related educational and professional issues. Six hundred K–12 teachers in three Midwestern states received surveys and 60% returned them. Results of the survey indicated that teachers were relatively unified in their beliefs, and few differences emerged around demographic variables. More teachers believed in teaching practices consistent with constructivism than believed in explicit instruction; however the majority of teachers were mixed, undecided, or balanced about pedagogy. Teachers reserved their strongest beliefs for the importance of learning style, eclectic instruction, and small class size in the primary grades. Few teachers believed that a great teacher is characterized by high student achievement outcomes, and over half believed that factors such as home environment or dyslexia prevent children from learning basic skills despite the school's best efforts. Teachers valued experience over education and training for professional development and viewed teaching as more of an art than a science. Results are discussed in relationship to current challenges in education. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 873–886, 2007.     

Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs

Research on teachers’ professional identity integrates many constructs that are treated independently in most cases. This study described the associations between components of teacher professional identity and their association with teachers’ general pedagogical beliefs. Secondary teachers (n = 236) completed a survey about several components of their identity (self-efficacy beliefs, motivation to become a teacher, affective commitment and perceived type of expertise) and general pedagogical beliefs (constructivist and direct transmission). Multidimensional scaling revealed that the components could be mapped on two dimensions: form of motivation and degree of subject specificity. The resulting map revealed four meaningful groups of components. Furthermore, whereas direct transmission general pedagogical beliefs were found to be strongly tied to an identity grounded in the subject taught, constructivist beliefs were independent of identity components. This study provides new insight into the structure of teacher professional identity and its relevance for teaching.     

Teachers' behaviour and practices in the classroom

The theory behind this study yielded the predictions that successful teacher–pupil interaction in the classroom is essential to the educational and social development of pupils and that teachers' understanding of their own behaviour is therefore of paramount importance. The study examined the behaviour and practices of 20 teachers, 10 in small schools and 10 in large schools. The teachers were grouped into three categories: empathetic teachers, non-empathetic teachers and uncommitted teachers. This study contributes several significant findings to the literature on teacher–pupil interaction in the classroom, most importantly that personal characteristics appear to be a good predictor of teacher competence and that there appear to be relationships between particular personal characteristics on the one hand and teachers' classroom practices on the other. These results seemed to be unrelated to class size and schools type.     

The impact of technology enhanced science instruction on pedagogical beliefs and practices

The paper presents a qualitative case study of a Technology Enhanced Instruction (TEI) model called Technology Enhanced Secondary Science Instruction (TESSI). The implementation of TEI in TESSI classrooms resulted in significant changes in the educational beliefs, and the teaching and learning practices of those involved: a) classroom structures were modified to emphasize guided, self-directed learning; b) views of learning were transformed to regard skills such as time management, goal setting, self monitoring, and problem solving to be as significant as science knowledge; and c) teachers' roles were changed from transmitters of knowledge to facilitators of learning. These changes are illustrated through reflections by the teachers, students, administrators and researchers associated with the Project. TESSI resulted in a significant increase in enrollment and achievement as measured by government exams.     

Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction

This study examines the extent to which teachers may be grouped based on their beliefs about social-emotional learning (SEL). SEL is aimed at promoting students' social and emotional competencies (e.g., responsible decision making, social awareness). Research suggests that in addition to being relevant to student outcomes, SEL is also relevant to teachers' experiences at work. We utilized latent profile analysis to identify profiles of teachers based on three different beliefs—comfort with SEL, commitment to improving SEL skills, and perceptions of principal and school-wide support for SEL. Findings revealed three different profiles—the SEL-thriver, SEL-striver, and SEL-advocate—that have differential levels of comfort and perceived support for SEL, but not commitment for SEL. Findings also demonstrated that the profiles were associated with differences in several socio-demographic characteristics and two outcomes—teacher stress and job satisfaction. Combined, the findings have implications for teachers as well as students and schools.     

Teachers' beliefs about the effects of child abuse

OBJECTIVE: Teachers' expectations about the effects of physical and emotional abuse on children's classroom behaviors were examined in this study. Not only do teachers have to decide if a particular child is the victim of abuse, they may also have to contend with changes in that child's classroom behavior. METHOD: Teachers generated what they thought were typical outcomes of physical and emotional abuse on children's classroom behavior. RESULTS: Responses generally fell into the following categories: lowered self-esteem, heightened aggression, academic difficulties, and poor social interaction skills. Teachers who mentioned lowered self-esteem were more likely to generate it as the result of emotional abuse rather than physical abuse. CONCLUSIONS: Teachers' expectations generally mirrored research findings as to the actual effects of child abuse. Suggestions are made to incorporate the results in training programs designed to increase teachers' self-confidence in reporting potential cases of child abuse.     

How to guide learners' processing of multimedia lessons with pedagogical agents

Two experiments examined the effects of a pedagogical agent's (PA's) pointing gestures, eye gaze, and eye contact on learning processes (measured by learners' eye fixations on relevant elements) and learning outcomes (as measured by retention and transfer test scores) with a multimedia lesson on neural transmission. In Experiment 1, having the PA look at and point to relevant elements as she lectured led to more eye fixations on the relevant portion of the graphic and better retention and transfer test scores. Keeping eye contact with learners tended to improve retention test scores and increased their eye fixations on relevant elements when the PA also looked at and pointed to the graphic. In Experiment 2, the PA's pointing gestures as a stand-alone feature caused better retention test scores and more fixations on relevant elements of the graphic, but eye gaze direction did not. These findings help extend the embodiment principle.     

Teachers' beliefs and practices: a dynamic and complex relationship

Research on teachers' beliefs has provided useful insights into understanding processes of teaching. However, no research has explored teachers' beliefs as a system nor have researchers investigated the substance of interactions between teachers' beliefs, practices and context. Therefore, the author adopts complexity theory to explore the features of the teachers' belief system and how interactions between different components of the teachers' belief system contribute to complex features of their beliefs. The author illustrates this application by using a case study example of a language teacher in a Chinese secondary school. The study used the methods of semi-structured interviews, observations and stimulated recall interviews. It revealed the co-existence of different types of beliefs. The interaction of these beliefs determined the relationship between the teacher's beliefs and practice. Moreover, the practices of “token adoption” and eclectic approach were noted as the non-linear features of the teacher's belief system at the time of curriculum reform.     

Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practice

If the goals of science education reform are to be realized, science instruction must change across the academic spectrum, including at the collegiate level. This study examines the beliefs and teaching practices of three scientists as they designed and implemented an integrated science course for nonmajors that was designed to emphasize the nature of science. Our results indicated that, like public school teachers, scientists' beliefs about the nature of science are manifested in their enactment of curriculum—although this manifestation is clearly not a straightforward or simplistic one. Personal beliefs about the nature of science can differ from those of the course, thus resulting in an enactment that differs from original conceptions. Even when personal beliefs match those of the course, sophisticated understandings of the nature of science are not enough to ensure the straightforward translation of beliefs into practice. Mitigating factors included limited pedagogical content knowledge, difficulty in achieving integration of the scientific disciplines, and lack of opportunity and scaffolding to forge true consensus between the participating scientists. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 669–691, 2003     

大学生开展数学第二课堂活动的调查分析与思考

第二课堂既是第一课堂的有益补充,也是提高学生综合能力素质的有效途径,对于提高学生综合能力,培养学生创新意识等方面具有独特价值。经过我校不断努力,数学第二课堂建设取得了很大的进步,在培养人才方面发挥了巨大的作用。为了构建科学的数学第二课堂教育体系,我们课题组通过调查研究,旨在把握我校数学第二课堂活动开展现状,总结经验,查找不足,为进一步加强数学第二课堂教育体系的建设提供参考与借鉴。