Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences

Çam, Aylin

doi:10.12973/eurasia.2015.1351a

Cited by 7 publications

(2 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are two dimensions for future teachers' epistemological beliefs analysis: how teachers either conceptualize their work and which concepts based on their personal experience or on the theoretical knowledge form their perception of the profession (Çam, 2015;Sadi & Dagyar, 2015;Gvarliani, Vidishcheva, & Rassolov, 2015;Viholainen, Asikainen, & Hirvonen, 2014;Kvon et al, 2018;Prokofieva et al, 2018;Avdeev et al, 2019;Orekhovskaya et al, 2019;Piralova et al, 2020;Reddy, 2020). C. M. Clark and P.L.…”

Section: Review Of Literaturementioning

confidence: 99%

How school influences future sports teachers’ conceptions on teacher profession: An invisible message

Alishev¹,

Dammerer²,

Polyakova³

2021

Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science

View full text Add to dashboard Cite

Purpose of the study: The object of this paper is to study the preconceptions first year initial teacher training program students have about their future profession. Based on the literature review, the article assumes that these reconstructions seriously affect the further nature of teacher professional activity. Methodology: To understand how these preconceptions are formed and how they are transformed in the process of obtaining professional pedagogical education, the authors conducted 34 in-depth interviews with pre-service first-year teachers. Based on semantic analysis of interview transcripts results, the main semantic blocks of preconceptions and their basic characteristics were determined. Results: The categories obtained during interviews were matched to certain modules of the teachers training program to make sure pedagogical theories experiences are applied properly, tackling individual cognitive patterns and school experience to avoid theoretical material misperception. Applications of this study: In the study, the authors proposed purposeful transformation of these preconceptions during the initial teacher training program implementation. Novelty/Originality of this study: The authors introduce the "invisible message" category as a body of values and attitudes that characterizes what it means to be a teacher. This invisible message is implicitly transmitted while future teachers were taught at school and it serves as a basis for preconceptions formation.

show abstract

Section: Review Of Literaturementioning

confidence: 99%

How school influences future sports teachers’ conceptions on teacher profession: An invisible message

Alishev¹,

Dammerer²,

Polyakova³

2021

Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science

View full text Add to dashboard Cite

show abstract

“…Teachers' mathematical beliefs consist of philosophies regarding the nature of mathematics, the occurrence of pedagogical discourse in mathematics, and the ideal occurrence of pedagogical transactions in the classroom (Çam, 2015;Ernest, 1989aErnest, , 1989bPurnomo, Suryadi, & Darwis, 2016;Purnomo, 2017;Siswono, Kohar, Kurniasari, & Hartono, 2018;Thompson, 1991;Xenofontos, 2018;Xie, & Cai, 2018). It is clear that teachers' beliefs play a formidable function in their pedagogical transactions and enactment of program restructuring (Handal, & Herrington, 2003;Kagan, 1992;Pajares, 1992), but remains unclear if teachers' beliefs impact pedagogical comportment or if their in-class transactions impact the beliefs they hold (Purnomo, 2017;Buzeika, 1996). While a teacher's belief is vigorous and strong (Pajares, 1992), impervious to modification (Çam, 2015;Kagan, 1992;Shi, Zhang, & Lin, 2014;Block & Hazelip, 1995;Awofala & Awolola, 2011), acts as barricades to vicissitudes in pedagogical transactions (Fullan, & Stegelbauer, 1991;Purnomo, 2017;Awofala & Awolola, 2011), and functions as sifters of innovative knowledge (Nespor, 1987;Pajares, 1992;Xie, & Cai, 2018), teachers' beliefs may ease or obstruct program restructuring (Koehler, & Grouws, 1992;Sosniak, Ethington, & Varelas, 1991;Burkhardt, Fraser, & Ridgway, 1990;Awofala & Awolola, 2011).…”

Section: Introductionmentioning

confidence: 99%

Early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics

Awofala

Sopekan

2020

J. Res. Adv. Math. Educ

View full text Add to dashboard Cite

One construct that lies in between the cognitive and affective domains of mathematics education is belief and this concept is rarely investigated in the Nigerian mathematics education community. Thus, an investigation of early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics within the blueprint of the quantitative method of the descriptive survey research design was conducted. Three research questions were addressed and secondary data relating to performance in mathematics of 320 early-years future teachers were retrieved from their records at the Department of Arts and Social Sciences Education, University of Lagos, Nigeria. One other instrument labeled Mathematical Beliefs Scale was employed for the collection of key data connected to the mathematical beliefs. The collected data were condensed and explored with the principal components factor analysis, multiple regression analysis, and independent samples t-test. Results showed that mathematical beliefs measured using the Mathematical Beliefs Scale are a multidimensional construct with four-factor structure: emotional and developmental commitment in learning of mathematics; self-assurance and philosophies concerning one's subjective mathematical aptitude; beliefs about mathematics; and mathematical problem-solving beliefs. These factors show adequate and excellent reliabilities as computed using Cronbach alpha. Also, gender was not a factor in early-years future teachers' mathematical beliefs even at the subscale level and the four factors of the mathematical belief scale predicted early-years future teachers' performance in primary mathematics. In line with these results, it is recommended that early-years future teachers be taught in a constructivist manner so that they can imbibe constructivist beliefs capable of engendering better learning of mathematics.

show abstract

First-Year Teacher Education Students’ Epistemological Beliefs About Science and History: Domain-Specific Profiles and Relationships

Korom,

Nagy,

Majkić

2023

Sci & Educ

View full text Add to dashboard Cite

This study investigates the developmental levels of epistemological beliefs (EBs) about science and history among first-year teacher trainees (n = 146) through domain-specific questionnaires. A between-person analysis was used to examine the effect of academic studies and gender differences. Further, we employed a person-centred approach, k-means cluster analysis, to identify EB profiles for both domains. The results show that the impact of academic studies is greater on discipline-specific epistemological beliefs in history than in science, while the effect of gender is not significant in either area. We identified three EB profiles for both domains and found a significant positive correlation between the domain-specific EB profiles. A quarter of student teachers have a sophisticated profile in both science and history. Our research confirms the approach that individuals’ domain-specific epistemological beliefs develop in relation to domain-general beliefs. The results, in addition to contributing to a better understanding of the development of epistemological beliefs, also carry important implications for teacher education.

show abstract

Primary Pre-Service Teachers’ Epistemological Beliefs and their Teaching and Learning Experiences

Cited by 7 publications

References 27 publications

How school influences future sports teachers’ conceptions on teacher profession: An invisible message

How school influences future sports teachers’ conceptions on teacher profession: An invisible message

Early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics

First-Year Teacher Education Students’ Epistemological Beliefs About Science and History: Domain-Specific Profiles and Relationships

Contact Info

Product

Resources

About