Education: The Overcoming of Experience

Buchmann, Margret; Schwille, John

doi:10.1086/443721

Cited by 91 publications

(30 citation statements)

References 33 publications

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“…folklore (Buchmann & Schwille, 1983) or cultural myths (Tobin & McRobbie, 1996). The implications of this characteristic are especially important in education, as critical episodes or experiences influence and frame how one learns and how one uses what is learned.…”

Section: Teacher Beliefsmentioning

confidence: 99%

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

2002

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ABSTRACT:The purpose of this paper is to present an argument for developing science teacher education programs that examine teachers' beliefs about multicultural issues and their impact on science teaching and learning. In the paper, we (a) delineate a rationale for the study of teacher beliefs about issues of culture and its impact on science teaching and learning; (b) assert three major categories of teacher beliefs to examine for designing teacher education programs that aim to meet the challenges of increasingly culturally diverse classrooms; and (c) discuss implications for science teacher education programs and research. Research has shown that knowing teachers' beliefs and designing instruction and experiences to explicitly confront those beliefs facilitate refinement of and/or transformation of beliefs and practices (Bryan & Abell,

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Section: Teacher Beliefsmentioning

confidence: 99%

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

2002

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“…It is a true challenge for teachers' training programme administrators to determine changes of personal beliefs in teachers (Buchmann & Schwille, 1983). …”

Section: Resultsmentioning

confidence: 99%

Do Teachers Really Want To Change Their Beliefs Related To Education?

Samfira¹

2017

European Proceedings of Social and Behavioural Sciences

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Teachers' beliefs represented a special interest, for both educational and psychological researches.The aim of educational domain were aspects related to methods, evaluation, urban-rural schools, experience, the level of teaching (primary, secondary and high school), gender, the type of institution who offered program in teacher training, on the other hand psychological domain paid attention on personality traits, Locus of control, stress, burnout and maybe the most complex aspect, of belief change. The present article is a review of the ninth main models on belief change, proposed by researchers who have studied this domain. Teachers beliefs' change represented a real interest concurrently with implementation students centred learning strategies and constructivist-oriented reforms. The main aspects that concern all factors involved in educational settings (teacher, administrators, and pupils) are teachers' resistance to reforms, which hold them in a traditionalist position, and superficial belief change (assimilation), who does not affect the core beliefs of teaching only superficial beliefs.

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“…What vital learning provided by formal preparation do teachers perceive were unavailable to them through classroom teaching experience? Given teachers' tendency to claim that "firsthand experience" in the classroom provided most of their professional knowledge (Buchmann & Schwille, 1983), and the growing popularity of fast track or emergency credential pathways, it seems useful to consider what elements of formal teacher preparation might be missing from experience alone.…”

mentioning

confidence: 99%