Challenging Teacher Beliefs via Counseling Methods: A Descriptive Study

Shechtman, Zipora

doi:10.1080/1047621940060206

Cited by 6 publications

(2 citation statements)

References 14 publications

(17 reference statements)

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“…Such a discussion not only vitalizes the material but also creates intimacy through shared feelings and experiences, thus enhancing group cohesion and a positive climate (Shechtman, 2007). Moreover, it bridges the gap between teacher and student, helping teachers see the uniqueness of each child, which eventually leads to greater teacher support (Shechtman, 1994).…”

Section: Sel and Affective Teachingmentioning

confidence: 99%

SEL as a Component of a Literature Class to Improve Relationships, Behavior, Motivation, and Content Knowledge

Shechtman¹,

Yaman²

2012

American Educational Research Journal

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The study assesses the effect of social and emotional learning (SEL) integrated in a literature class, named here “affective teaching,” as compared to conventional teaching. Dependent variables include relationships, behavior, motivation to learn, and content knowledge. Participants were 36 teacher trainees in one college in Israel and 1,137 fifth and sixth grade students from 36 classrooms in 12 schools. A hierarchical model of analyses (Mixed Models) was used to assess children’s gains in the two teaching conditions. Results indicated significantly more improvement on all measures for children in the affective teaching condition compared to control. Relationships and behavior were significantly associated with children’s gains in motivation and content knowledge. The discussion focuses on the importance of SEL for children’s development and the potential contribution of affective teaching as a modality of social and emotional learning.

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Section: Sel and Affective Teachingmentioning

confidence: 99%

SEL as a Component of a Literature Class to Improve Relationships, Behavior, Motivation, and Content Knowledge

Shechtman¹,

Yaman²

2012

American Educational Research Journal

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“…Beliefs are unconscious associations and inferences developed during early stages of life that determine our ideas about the world. Beliefs also involve moods, feelings, emotions, and subjective evaluations and are stored in long-term memory, which contributes to the power of their associations (Nespor, 1987;Senge, 1994;Schechtman, 1994).…”

Section: Nature Of Teacher Beliefsmentioning

confidence: 99%

Crossing cultural borders into science teaching: Early life experiences, racial and ethnic identities, and beliefs about diversity

Brand

Glasson

2004

J Res Sci Teach

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The purpose of this ethnographic study was to explore the development of belief systems as related to racial and ethnic identities of preservice teachers as they crossed cultural borders into science teaching. Data were collected throughout a yearlong teacher preparation program to learn how early life experiences and racial and ethnic identities of preservice teachers influenced both their beliefs about diversity in science classrooms and science teaching pedagogy. Case studies of three preservice teachers from diverse racial and ethnic background are presented: Asian American, African American, and Rural Appalachian. Using Bank's ethnicity typology, findings suggest that racial and ethnic identity, developed in early life experiences of preservice teachers, provided clarity on the rigidity of their beliefs about diversity and how they view science teaching. By learning about the border crossing experiences of preservice teachers in relation to their beliefs about diversity as related to racial and ethnic identities, the researchers hoped to provide insight on preparing preservice teachers for the challenges of working in diverse classrooms. ß

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Globalisation, Teachers and Inclusive Schooling

Mazurek¹,

Winzer²

2021

Third International Handbook of Globalisation, Education and Policy Research

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Challenging Teacher Beliefs via Counseling Methods: A Descriptive Study

Cited by 6 publications

References 14 publications

SEL as a Component of a Literature Class to Improve Relationships, Behavior, Motivation, and Content Knowledge

SEL as a Component of a Literature Class to Improve Relationships, Behavior, Motivation, and Content Knowledge

Crossing cultural borders into science teaching: Early life experiences, racial and ethnic identities, and beliefs about diversity

Globalisation, Teachers and Inclusive Schooling

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