A study of pre-service classroom teachers' beliefs about teachers' and students' roles

Preservice Science and Mathematics Teachers Mathematics Anxiety and Beliefs about the Nature of Mathematics

“…However, given the emphasis that many of the teacher candidates enter the faculty as the products of traditional mathematics classes (Cady et al, 2006) and that their beliefs about the nature of mathematics can remain unchanged and resistant to change during the faculty process (Kagan, 1992;Raymond, 1997), this positive opinion about the quality of teacher education programs is supported. On the other hand, in many studies about the mathematical beliefs of preservice teachers, especially in recent years, it has been revealed that, in accordance with the results of this study, candidates advocate beliefs that are described as fallibilist, constructivist, dynamic, non-traditional, child-centeredness (Dede & Karakuş, 2014;Duru & Göl, 2016;Çelik et al, 2018;Kayan et al, 2013;Köğce, 2017;Sanalan et al, 2013, Uysal & Dede, 2016. Although these results are limited to the context of espoused beliefs by the candidates (Ernest, 1989), they are important and promising for the future.…”

Development and Validation of Pedagogical Beliefs About Teaching Practices Questionnaire: A Cross-Continental Study

“…A similar discussion may ensue when analysing the strong correlations found among teachers' beliefs regarding motivation, the student's role, and classroom climate. Previous research by Rubie-Davies and Peterson (2010), Köğce (2017), and Alansari and Rubie-Davies (2019) had already determined the existing relationships among teachers' beliefs on these factors. In agreement with what has been mentioned previously, these authors determined that the teaching environment is vital with respect to teachers' beliefs regarding these factors.…”

Model of Incorporation of Emerging Technologies in the Classroom (MIETC)

“…Teachers need to encourage students to be committed with their own learning process, discuss with each other, and take advantages of different learning opportunities, continually ask questions, find answers to their questions, discover and structure knowledge, use a variety of resources both analog and digital. Consequently, teacher need to be flexible in the development of the classes, generate authentic activities that arise the curiosity of students, structure and organize the learning process, evaluate and provide feedback to the student [69] [70], finally it should be an example of life for the students.…”