Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.     

How memories of school inform preservice teachers' feared and desired selves as teachers

Elementary preservice teachers (N = 69) were asked to write about their memories of elementary school and reflect on the meaning of those memories in combination with course material. Based on the theory-driven thematic analysis, students reported memories that worked to create their desired and/or feared teacher self. Some students recognized a conflict between their memories and the effective teaching practices learned in the course, and only a few were able to negotiate their past memories with current practices and describe a plan of action. Findings elucidate the power of memories as preservice teachers prepare for the classroom.     

Teacher Candidates' Perceptions About Grading and Constructivist Teaching

The Survey of Assessment Beliefs (SAB) was developed to measure teacher candidates' perceptions about grading practices. After piloting, the SAB was administered to 222 teacher candidates at a large northeastern urban university, along with a measure of their beliefs about teaching. Candidates were found to support many grading practices not recommended by professional standards. Support for grading practices that deviate from professional recommendations was positively associated with support for constructivist approaches. Significant differences were found in grading and teaching attitudes between elementary and secondary education teacher candidates. Teacher candidates became more moderate in endorsing nonstandard grading practices following coursework in classroom assessment but on average maintained a tendency to approve academically enabling grading practices. This study provides empirical evidence about possible areas of tension between constructivist learning theory and principles of educational measurement, and it helps classroom assessment teachers understand the needs of their target audiences.     

Understanding teaching or teaching for understanding: Alternative frameworks for science classrooms

We came to this study with a set of beliefs about good science teaching that had been heavily influenced by the constructivist literature of the past decade. In this article we reexamine some of our own assumptions about good teaching by exploring the classroom practices of an experienced physics teacher. This teacher did not fit the mold of the constructivist teacher and, yet, there was much to suggest that he was meeting the needs of the students in his class. His methods were almost entirely whole class—focusing mainly on physics content, examination technique and algorithm practice. Our close observation of this teacher in his Grade 11 classroom over several months suggests an alternative framework for examining his work. We examine this framework through a number of themes: teacher confidence, the structure of the discipline, student motivation, trust, and the cultural context of learning. We argue for a broader view of good science teaching than that proposed by the constructivist literature, one that takes into account teachers' and students' understandings of science in relation to their social and cultural contexts.     

“两课”课堂教学现状调查

本文通过调查问卷以及访谈的形式对高职院校个案进行深入调研,对高职院校＂两课＂课堂教学现状进行了初步调查,分析了高职院校＂两课＂的教材内容体系、课堂教学内容、教学方法手段、教学效果、课堂实践等方面存在的问题,提出了两课教学改革的重难点及思考方向。     

Teachers’ assessments of students’ learning of mathematics

This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students’ learning of mathematics and the implications that this has for their classroom practices. It reveals that these teachers’ knowledge of their students’ understanding of certain mathematical concepts is fairly limited. It then goes on to discuss this phenomenon in terms of a process that can hinder rather than promote learning. The research illuminates the position of teachers who appear to lack certain detailed information about their students which, it can be argued, could inform more effective teaching strategies. The paper concludes by exploring possible implications for similar situations where learning could be enhanced by more effective classroom assessment strategies and their use to inform future teaching and learning activities.     

The Relationship Between Teacher Beliefs and Practices,and Head Start Classroom Quality

Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices.     

Teacher evaluation: Are principals’ classroom observations accurate at the conclusion of training?

Teacher evaluation commonly includes classroom observations conducted by principals. Despite widespread use, little is known about the quality of principal ratings. We investigated 1,324 principals’ rating accuracy of six teaching practices at the conclusion of training within an authentic teacher evaluation system. Data are from a video-based exam of four 10-minute classroom observations. Many-Facet Rasch modeling revealed that (1) overall principals had high accuracy, but individuals varied substantially, and (2) some teaching episodes and practices were easier to rate accurately. For example, promotes critical thinking was rated more accurately than uses formative assessment. Because Many-Facet Rasch modeling estimates individuals’ accuracy patterns across teaching episodes and practices, it is a useful tool for identifying areas that individual principals, or groups, may need additional training (e.g., evaluating formative assessment). Implications for improving training of principals to conduct classroom observations for teacher evaluation are discussed.     

The Relationship Between Teacher Beliefs and Practices, and Head Start Classroom Quality

Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices.     

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.     

Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education

Adaptive teaching has become increasingly important in research and practice. However, its complexity calls for effective professional development approaches, such as Lesson Study, that may promote adaptive teaching practices. This study uses a quasi-experimental mixed-methods design, consisting of stimulated recall interviews and classroom observation instruments, to determine whether participating in Lesson Study leads to more adaptive teaching practices in both teachers’ perceptions and behavior. Although intervention group teachers reported various important changes in their perceptions about adaptive teaching and their (adaptive) teaching behavior, no intervention effects were found. This raises questions about how adaptive teaching can be defined and measured.     

Cross-Institutional Collaboration: (Co)Constructing Knowledge About Teaching and Learning in the Middle-Level Classroom

Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner’s notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while participating in a backchannel conversation about the lesson. Upon completion of the live teaching event, candidates engaged in a debriefing session with the classroom teacher. This promising practice allowed candidates to discuss a lesson from multiple perspectives, broadening their views of teaching and learning at the middle level and enabling middle-level teacher educators an opportunity to scaffold (co)construction of knowledge about young adolescents and effective classroom practices.     

The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability,and about their roles as teachers

The Supporting Effective Teaching (SET) project consists of studies that examine the relationship between elementary general education teachers' beliefs about disability and ability and their roles in inclusive classrooms, and how these are related to teaching practices. Teaching effectiveness is operationally defined as multiple dimensions of teaching practices observed in inclusive classrooms. This paper examines previously reported and newly completed studies that investigate the characteristics of teachers in inclusive classroom settings, what they believe about their roles and responsibilities and about their students' learning, and how their beliefs relate to their teaching effectiveness with students both with and without disabilities.     

An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes. However, the study also found unique teaching practices of an exemplary science teacher whose teaching style can be described as both student-centred and teacher-centred, with students encouraged to be active learners. Four features of exemplary teaching practices were identified: The teacher managed the classroom effectively; used a variety of questioning techniques; employed various teaching approaches instead of traditional methods; and created a favourable learning environment. Data from classroom observations, interviews with teachers, and students responses to a questionnaire were used to compare the exemplary teacher and his colleagues. This study identified internal factors that may affect teaching practices such as a teachers content knowledge and beliefs about teaching. Compared to the other teachers, the exemplary teacher possessed more content knowledge and had a relatively stronger belief in his ability to teach.     

Measuring differentiated instruction in The Netherlands and South Korea: factor structure equivalence,correlates, and complexity level

Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is known about how the complex skill of differentiated instruction compares with other teaching quality domains across national contexts. To gain empirical insight in differentiated instruction and other related teaching quality domains, cross-cultural comparisons provide valuable insights. In this study, teacher classroom practices of two high-performing educational systems, The Netherlands and South Korea, were observed focusing on differentiated instruction and other related teaching quality domains using an existing observation instrument. Variable-centred and person-centred approaches were applied to analyze the data. The study provides evidence that differentiated instruction can be viewed as a distinct domain of teaching quality in both national contexts, while at the same time being related to other teaching domains. In both countries, differentiated instruction was the most difficult domain of teaching quality. However, differential relationships between teaching quality domains were visible across teacher profiles and across countries.

     

课堂教学改革研究30年：回顾与反思

30年来,我国课堂教学改革主要经历了以抓“双基”发展智力为目标的知识课堂教学研究,教育整体改革中的课堂教学改革实验研究,关注生命价值和学习方式的课堂教学改革研究三个阶段。研究取向上从塑造“知识人”转向培养“现实生活人”,研究对象从“认知领域”扩展到“生活和生命全域”,研究方式从“实体思维”转向“关系思维”。课堂教学研究与改革实践之间的良性互动为改善课堂教学注入了强大动力,同时课堂教学改革实践呼唤教学研究范式的转型,聚焦制约中国课堂教学改革的特殊场域,研究复杂的具体问题,实现课堂教学改革,需从教学认识方式的变革、课堂教学模式的转变以及教师教学习性改造等入手。     

Inside a beginning immigrant science teacher’s classroom: an ethnographic study

Teaching is a highly personal endeavor shaped by ‘funds of knowledge’ and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher’s personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students’ behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher’s background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal ‘funds of knowledge’ and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers’ cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom.     

A multi-year study of pre-service teachers’ literacy practices in the content areas: time epistemologies and indicators of stasis and growth

This three-year study focuses on 42 pre-service teachers’ perspectives on integrating literacy into their content area teaching. Pre-service teachers described time as an influential factor shaping their teaching practices, and, we found, that perceptions of time influenced pre-service teachers’ reported ability and willingness to plan for and enact the implementation of literacy strategies as part of content area lessons. While we noted a number of factors related to time, we were particularly drawn to three time-related factors that signified for pre-service teacher participants’ active roles and agency in how they were enacted in the classroom. Identifying temporal concerns about curriculum, learner response to literacy practices, and use of classroom time to scaffold learning allowed us to specify aspects of participants’ pedagogical content knowledge (PCK) development as well as facets of limited PCK growth. Using time as a theoretical lens to view pre-service teachers’ accounts of literacy practices, we suggest, provides insights into their PCK, specifically indicators of stasis and growth, and understanding about pre-service teacher resistance or acceptance to the infusion of literacy into content area teaching.     

Teaching Latinx students: Do teacher ethnicity and bilingualism matter?

Prior research has indicated that both mainstream (e.g., positive classroom behavior management) and culturally responsive teaching practices (e.g., cultural socialization in the classroom and promoting parent involvement), as well as teacher-student ethnic match, are associated with greater academic achievement for students of color. The purpose of this study was to examine teacher-student ethnic match and culturally responsive teaching self-efficacy as predictors of self-reported teaching practices used with Latinx students. The present study used a sample of 236 teachers (38.6% Spanish-speaking Latinx) of Latinx students in New York City public schools. We found that bilingual Latinx teachers reported using more effective mainstream and culturally responsive teaching practices compared to non-Latinx teachers (who did not speak Spanish). Using structural equation modeling, we found support for a model in which greater reported use of effective teaching practices by bilingual Latinx teachers is mediated by their greater culturally responsive teaching self-efficacy. Taken together, the findings suggest that greater confidence with culturally responsive teaching among Spanish-speaking Latinx teachers contributes to improved classroom environments for Latinx students.     

Teaching practices and strategies to involve inner-city parents at home and in the school

Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children’s education. Over the school year, the various teaching practices and strategies of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through interviews and observations. The five main teaching practices and strategies to engage parents are practicing parent outreach, establishing relationships with the parents, creating a positive classroom climate, teaching to involve parents, and making the community-school connection. This study offers insights into teachers’ classroom practices that are connected to various specific strategies to involve parents.