Why change to active learning? Pre-service and in-service science teachers’ perceptions

This article explores pre-service and in-service science teachers’ perceptions on active learning, and examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. In the first phase, data on perceptions were gathered from final year pre-service teachers and in-service teachers in Irish post-primary schools. In the second phase, pre-service science teachers, working with teacher educators, designed a comparative test for students in lower secondary science classrooms. This tested achievement differences for students taught in traditional ways and students taught using active learning approaches. While the test results show a significant difference between traditional teaching and active learning, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching. The findings have implications for science teaching and the enactment of curriculum reform measures in compulsory education.     

Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education

This article reports on research which identified perceptions of reading and the teaching of reading held by trainee teachers and the impact on my provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, I am not able to give students long experience of seeing children becoming readers, but I am able to give them richer experiences of reading in personally and culturally relevant contexts. This has implications for the nature of subject knowledge required by a student teacher of reading and the curriculum and practice of teacher education.     

Maintaining teachers’ face in the context of change: results from a study of Vietnamese college lecturers’ perceptions of face

Gaining and saving face are very important in Vietnam as a mechanism of social control, including the professional behaviour of teachers. Interviews with 15 lecturers (aged 24–37) at a teacher training college in a Central Coast province of Vietnam illustrated the relationship between their concepts of face and their beliefs about good teaching. Most were still strongly influenced by traditional Confucian beliefs about the role and position of teachers, the nature of teachers’ knowledge and the relationship between teachers and students. On the other hand, some teachers also were aware of, and to a limited extent open to, more modern ideas that seemed to be related to broad social changes and reforms in approaches to teaching and learning in recent decades in Vietnam. The findings suggest that some teacher educators are uncertain about the value of traditional professional wisdom in the context of critical changes in society and in education. The research also suggests that the concepts of face and saving face are important for teachers’ sense of agency, and that Vietnamese educational authorities could increase the effectiveness of innovations in teacher education by paying attention to the influence of concepts of face on the teachers’ beliefs and behaviours.     

Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education

Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed.     

Challenges of curricular contextualisation: teachers’ perspectives

Curriculum contextualisation and the role of teachers as curriculum makers are important for student learning. Building on this idea, this study was developed to understand if teachers from well-ranked schools are motivated to contextualise the curriculum and are using this strategy in their daily classroom routines. Data were gathered through focus group interviews with teachers from three Portuguese secondary schools that were well placed in the national exam ranking. The data analysis showed that teachers are motivated to contextualise the national curriculum in their daily teaching and learning practices to promote their students’ academic success and full development. However, teachers also identified constraints related to the existence of a mandatory national curriculum to be fulfilled, which is necessary for the national exams, and the length of the subject programmes. Despite the constraints, teachers recognised the positive outcomes of curricular contextualisation, mostly regarding the promotion of students’ motivation to learn.     

Constructions of civic education: Hong Kong teachers’ perceptions of moral,civic and national education*

Various terms have been used to define civic education (CE) in Hong Kong since the colonial era. This has been particularly true since 2011, when CE has been given many names, causing confusion among educators. Mixed methods were employed to examine teachers’ perceptions of different conceptions of CE expressed as moral, civic and national education. The findings indicate that some teachers might not be able to differentiate among moral education, CE and national education. Most teachers contended that national education should be included in CE, while others believed the opposite. Teachers perceived that moral and civic education was more successful than moral and national education in cultivating students to become ‘good citizens’. Teachers’ comprehension of these terms has policy and pedagogical implications. While the study is set within the context of Hong Kong, the findings are valuable to policymakers and educators in other countries seeking to improve CE.     

Differences between students’ and teachers’ perceptions of education: profiles to describe congruence and friction

Teachers and students have their own perceptions of education. Congruent perceptions contribute to optimal teaching–learning processes and help achieving best learning outcomes. This study investigated patterns in differences between students’ and teachers’ perceptions of their learning environment. Student profiles were identified taking into account the degree of congruence/friction with teachers’ perceptions. Teacher profiles were identified based on their differences in perceptions to students. Profiles were validated with regard to learning-related student characteristics and approaches to teaching. Tenth graders (N = 994) of four secondary schools filled out the Inventory of Perceived Study Environment-Extended (IPSEE) and the Inventory of Learning Styles. Their teachers (N = 136) filled out the teacher version of the IPSEE and the Approaches to Teaching Inventory. Latent class analyses were conducted to define profiles with respect to the magnitude of differences in perceptions. Results showed three student profiles: Closest match profile (30 %), intermediate profile (59 %), and distal profile (11 %). While closest match students had desirable learning-related characteristics, others did not and are at risk for destructive friction. Two teacher profiles described idealistic teachers (70 %) and adaptive teachers (30 %), which related to approaches to teaching. Subgroups of students and teachers provide a comprehensive picture of those who are at risk because of too large differences in perceptions. This study stresses that differences in perceptions deserve detailed attention for optimising learning environments. Involving both students and teachers in the instructional design process could be a way to better account for perceptions of both stakeholders.     

Mathematics teaching life histories in the study of teachers’ perceptions of change

The aim of this paper is to discuss teachers’ perceptions of change in their thought and/or practice over time and their perceptions of what kind of experiences or challenges might have influenced those changes. Two mathematics teaching life histories of Brazilian teachers are examined, considering a context of curriculum development in the state of São Paulo, Brazil. Reflection on teachers’ thought and practice and interest in their own development, including interest in their own learning of mathematics, seemed to be the most important internal aspects influencing change and development. Close support seemed to be the most important external aspect. The retrospective analysis put a good face on personal change and development.     

Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives

Teaching is a field that is dynamic, with innovations necessitating upgrading of skills and education of teachers for the successful implementation of reforms. The behaviour and attitudes of teachers towards teaching and learning and their knowledge banks are the result of the impact of in-service training. This study investigated the perceptions of mathematics and science teachers in Botswana towards in-service provision by the Department of Mathematics and Science Education In-service Training unit (DMSE-INSET), whose mandate is to improve the quality of teaching by supporting teachers through training programmes that enable them to take ownership of their professional development. Data were collected from a sample of 42 senior Mathematics and Science secondary school teachers, using structured interviews with open-ended questions, which were analyzed qualitatively. The findings show that teachers’ concerns included the lack of impact of current in-service training programmes on the education system, no regular follow-up activities to support the one-off workshops and insufficient skills acquired to sustain the implementation of the strategies solicited by the workshops.     

Negotiating the context of online in-service training: ‘expert’ and ‘non-expert’ footings

This paper focuses on how people working in the Swedish food production industry engage in in-service training by means of computer-mediated communication. The empirical material consists of archived chat log files from a course concerning quality assurance and food safety hazards control in the preparation and handling of foodstuff. Drawing on Goffman and the concepts framing and footing, the analytical focus in this study is on how participants frame the web-based training activity, and what participation frameworks they enact in the activity. The analysis shows that the participants enact and shift footings when they write, and these shifts in footings result in a hybridity of framings. However, as the analysis also shows a thematic continuity and a progression in the online discussions are rendered possible as the participants draw on a participation framework of one more knowledgeable recipient (teacher and/or representative of the authority) and some less knowledgeable recipients (students and/or representatives of branch organisations). In this manner, shifts in footing are found to be a productive means of serving both specific communicative and pedagogical purposes in the online in-service training environment.     

Student teachers’ and in-service teachers’ peer learning: a realist synthesis

The aim of this review in the form of a realist synthesis is to understand what makes peer (student) teacher learning activities effective. Three types of peer learning were explored: collaborative, coaching, and assessment activities. Hypotheses were developed and tested against a set of 63 studies. These hypotheses indicated what mechanisms (i.e., characteristics of the activities) would influence the effectiveness of the activities and which contexts (i.e., factors) influenced this process. Findings showed that activities wherein participants gain subject matter and pedagogical content knowledge and apply this into practice made such learning effective. Peer learning is also reinforced by facilitators, reflection, and feedback, and influenced by personal and interpersonal factors. The main contribution of this realist synthesis is the practical implications for developers of peer learning activities, for school leaders and teacher educators, and for (student) teachers.     

Using the curriculum emphasis concept to investigate teachers’ curricular beliefs in the context of educational reform

This paper reports a study on teachers’ domain‐specific beliefs about the chemistry curriculum for upper‐secondary education in The Netherlands. Teachers’ beliefs were investigated using a questionnaire focused on the goals of the chemistry curriculum. The design of the questionnaire was based on three curriculum emphases: ‘fundamental chemistry’, ‘chemistry, technology and society’, and ‘knowledge development in chemistry’. The questionnaire was administered to a sample of Dutch chemistry teachers. The results indicate that, on the whole, the curriculum emphasis ‘fundamental chemistry’ received the strongest support. This is in accordance with the content and the tradition of the Dutch chemistry curriculum. When the two types of upper‐secondary education were compared, it appeared that ‘chemistry, technology and society’ was almost equally valued for both types of education. However, the curriculum emphasis, ‘knowledge development in chemistry’, was considered much more important for pre‐university education than for senior general secondary education.     

To jump the wave or not: teachers’ perceptions of research evidence in education

This article presents a microanalysis of how a group of primary school teachers deals with research evidence in their work. Based on analysis of a group of Norwegian teachers’ interactions over issues of educational research and research-based knowledge, we find that teachers’ representations of educational research particularly center on the following issues: educational research being perceived as circular, ‘polyphonic’, and a matter of accommodation to their experience-based knowledge. These metaphors also shed light upon the dilemmas that arise when research evidence meets teachers’ more contextual knowledge. We conclude that teachers’ practice-based evidence may take new forms with an increased policy focus on research-based evidence, as well as bringing forth challenges for teacher work and professionalism.     

Maintaining the transfer of in-service teachers’ training in the workplace

Professional training and development is a major component of updating teachers’ pedagogical knowledge and skills. However, transferring such knowledge and skill may not always be successful. Based on the theory of planned behaviour (TPB), the present study has developed a model specifying the factors affecting transfer maintenance intention and behaviour. This model was tested with the partial least square approach to structural equation modelling. The results indicate that the TPB-oriented model is able to explain in-service teachers’ intention to maintain what they have learned from training in their jobs and their subsequent transfer maintenance behaviour. Moreover, the β coefficients indicate that attitude towards the behaviour was the major predictor of transfer maintenance intention, which was in turn the major predictor of transfer maintenance behaviour. Finally, research implications and practical implications have been provided in this study.     

Exploring the characteristics of ‘teachers for excellence’: teachers’ own perceptions

This article is concerned first with identifying teacher characteristics connected with excellence. It then analyses the results of a survey conducted among primary school teachers in one local authority area in Scotland. Teachers responded to a questionnaire which asked them to rate in importance 44 characteristics of excellence. The findings suggest that teachers have a clear view of excellence. They consistently described excellence in terms of personal qualities and interpersonal skills. Teachers gave high ratings to qualities which demonstrated their expectations of positive classroom ethos and positive relationships with students. Practitioners consistently rated characteristics related to classroom ‘relationships in action’ as essential characteristics for excellent teachers. These findings suggest a new emphasis on interpersonal skills in continuing professional development for teachers who are increasingly expected to develop students’ dispositions relating to openness to new thinking; self‐respect and a commitment to responsible participation in social, cultural, economic and political life.     

Patterns of teachers’ whole-class perceptions and predictive relationships between teachers’ and parents’ perceptions of individual child competence

The stratification or dispersion of first grade teachers’ perceptions of children’s competence was evaluated as a moderator of the predictive relationship between teachers’ and parents’ perceptions of individual children’s competence. Classroom stratification of teachers’ perceptions about child intelligence and about child social difficulties was measured by the dispersion of teacher’s ratings of individual children in their class (N_classrooms=60; N_children=1240). The stratification of teachers’ perceptions was found to be stable across the year. Greater stratification predicted teachers’ perceptions of less child competence and also predicted less change in teachers’ perceptions of individual children over the school year. There was no evidence that teachers who tended to see more stratification among child intelligence were more accurate in their perceptions. In linking teachers’ perceptions to parents’ perceptions, fathers’ perceptions of children’s social difficulties became more congruent with teachers’ perceptions across first grade if children were in high- but not low-stratified classrooms. Implications of this parent- and domain-specific relationship are discussed.     

Emerging relationships between religious education and citizenship education: teachers’ perceptions and political dilemmas in Cyprus

This article explores the ways in which a group of primary school teachers in Cyprus interprets the relationship between religious and citizenship education. The contextualisation of the meaning of religious education shows the extent to which social, historical and political elements shape teachers’ perceptions about the entanglements between religious and citizenship education. In particular, the present study reveals two important findings – one concerning the conceptualisation of each school subject and their perceived relationship and the other concerning the contextualisation of this relationship in the cultural and political contexts of Cyprus. The findings also reveal important constraints and political dilemmas for the possible trajectories of ‘religious citizenship education’ in Cyprus. The article discusses the implications for curriculum and policy deliberations, as well as further research on ‘religious citizenship education’ in specific cultural and political settings.     

Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices

Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate that although teachers’ sentiments toward disabilities were generally positive, the teachers had some concerns about implementing inclusive education in their classroom. The overall level of self-efficacy was relatively low in the Japanese sample compared to that of other countries, particularly in relation to managing problematic student behavior. Self-efficacy regarding managing behavior and collaboration was related to overall attitudes toward inclusive education. The findings can enable useful insights in developing pre-service and in-service teacher education.     

Towards smart learning spaces in Catalan schools: teachers’ perceptions of change

Learning Environments Research - Moving towards Smart Learning Spaces (SLS) requires reconsideration of the school environment using a multi-dimensional approach that considers pedagogical,...