2 Changing teachers’ practice: innovation and ideology in a part‐time B.Ed, course

Hargreaves, Judith; Grey, Simon

doi:10.1080/0260747830090206

Cited by 4 publications

(4 citation statements)

References 23 publications

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“…Teachers did not judge high-CT activities to be inappropriate for low-advantage learners, but teachers' preference for high-CT activities over low-CT ones was substantially larger for high-advantage than low-advantage learners. These findings are consistent with previous research showing limited change in teachers' beliefs associated with teaching experience and inservice education (Ball, 1990; Cohen, 1990; Hargreaves & Gray, 1983; Sparks, 1988; Stallings & Krasavage, 1986; Stevenson, 1991).…”

Section: Discussionsupporting

confidence: 92%

“…The third issue concerns the impact of inservice education and teaching experience on teachers' beliefs (Anders & Richardson, 1991; Ball, 1990; Barnett & Sather, 1992; Cohen, 1990; Hargreaves & Gray, 1983; Placier & Hamilton, 1994; Richardson & Anders, 1994; Richardson & Hamilton, 1994; Sparks, 1988; Stallings & Krasavage, 1986; Stevenson, 1991; Valdez, 1992; Wood et al, 1991). Research summarized above found that inservice education and teaching experience had no significant association with measures of inservice teachers' beliefs about high-CT and low-CT activities for different learner populations (Raudenbush et al, 1993; Warburton & Torff, 2005).…”

Section: Research Questionsmentioning

confidence: 99%

“…Second, researchers have examined the impact of preservice education on teachers' beliefs (for a review, see Richardson & Placier, 2002; see also Civil, 1995; Darling-Hammond, 1996; Feiman-Nemser & Buchmann, 1989; Feiman-Nemser, McDiarmid, Melnick, & Parker, 1989; Graber, 1996; Grossman, 1990; Hollingsworth, 1989; Jones & Vesilind, 1996; Korthagen, 1988; Levin & Ammon, 1992; McDiarmid, 1992; Munro, 1993; Olson, 1993; Weber & Mitchell, 1996; Wideen, 1992; Wilcox, Schram, Lappan, & Lanier, 1991; Winitzky, 1992). Third, the impact of inservice education and teaching experience on teachers' beliefs has been investigated (Anders & Richardson, 1991; Ball, 1990; Barnett & Sather, 1992; Cohen, 1990; Hargreaves & Gray, 1983; Placier & Hamilton, 1994; Richardson & Anders, 1994; Richardson & Hamilton, 1994; Sparks, 1988; Stallings & Krasavage, 1986; Stevenson, 1991; Valdez, 1992; Wood, Cobb, & Yackel, 1991).…”

mentioning

confidence: 99%

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Developmental Changes in Teachers' Beliefs About Critical-Thinking Activities.

Torff¹

2005

Journal of Educational Psychology

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preservice, and prospective teachers and nonteacher controls (N ϭ 408) participated in a cross-sectional study of the development of beliefs about use of critical-thinking (CT) activities with different learner populations. Teachers' self-selection of their careers was associated with strong support for high-CT activities for both high-and low-advantage learners. Preservice education was associated with reduced support for (a) high-CT activities for high-advantage learners and (b) low-CT activities for both learner populations. Inservice education and teaching experience were associated with slightly reduced support for high-CT activities for low-advantage learners. Preservice education seems a propitious time for promoting changes in CT-related beliefs. From the viewpoint of CT advocates, initiatives are needed to counter the apparent reductions in teachers' support for high-CT activities.

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Section: Discussionsupporting

confidence: 92%

Section: Research Questionsmentioning

confidence: 99%

mentioning

confidence: 99%

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Developmental Changes in Teachers' Beliefs About Critical-Thinking Activities.

Torff¹

2005

Journal of Educational Psychology

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“…It is evaluated from the literature that prospective teachers' performance is closely linked to the nature of their work and personal life experiences of their lives (Goodson & Hargreaves, 1996). It is also pointed out by Nias (1989) and Hargreaves (1994) that the development of prospective teachers' identities is not possible only through their classroom management knowledge, it also requires interaction between the teachers and students, social, cultural and institutional environment. Day (2004) emphasized that to become an effective, dedicated, and passionate teacher, prospective teachers must have a positive sense of identity by valuing the subjects they teach, relationships, and roles.…”

Section: • Looking For Meaning In the Professionmentioning

confidence: 99%

Effects of Teaching Practice in Shaping Prospective Teachers’ Professional Identities: Comparative Analysis

Mahmood,

Aziz,

Bibi

2023

JoEED

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Teaching practice gives a chance to prospective teachers to acquire professional skills, teaching methods, and different techniques of teaching. The main objectives of this study were to find out the effect of teaching practice in shaping prospective teachers’ professional identities and to compare prospective teachers and cooperative teachers’ perceptions about effects of teaching practice on professional identities. Research questions and hypothesis were formulated to achieve the main objectives of the research. Data were collected from 45 cooperative and 80 prospective teachers selected through the purposive random technique. Data were collected through a questionnaire based on six main components of teaching practice contributing to shaping professional identities. Mean score was calculated to answer the research questions and t-test was applied to compare prospective and cooperative teachers’ perceptions. It is inferred from the findings that teaching practice plays an important role to overcome future classroom challenges. t-test results show a significant difference between prospective and cooperative teachers’ perceptions about teaching practice components. It is recommended that proper evaluation of teaching practice must be done, and prospective teachers’ feedback must be considered essential to overcome challenges of the teaching and learning process for future practices.

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The Personal Aims of In‐Service BEd Students

Page

Bowen

1984

British Journal of In-Service Education

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2 Changing teachers’ practice: innovation and ideology in a part‐time B.Ed, course

Cited by 4 publications

References 23 publications

Developmental Changes in Teachers' Beliefs About Critical-Thinking Activities.

Developmental Changes in Teachers' Beliefs About Critical-Thinking Activities.

Effects of Teaching Practice in Shaping Prospective Teachers’ Professional Identities: Comparative Analysis

The Personal Aims of In‐Service BEd Students

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