Teachers’ Beliefs and Practices in Technology-based Classrooms

Levin, Tamar; Wadmany, Rivka

doi:10.1080/15391523.2006.10782478

Cited by 160 publications

(120 citation statements)

References 40 publications

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“…Conversely, Güven, Karataş, öztürk, Arslan, & Gürsoy (2013) found that teachers' beliefs and attitudes ought to be constructive and mathematically-inclined to enable teachers in helping their learners gain and acquire math learning experiences. The latter matches the findings of Levin & Wadmany (2006) on the influence of teachers' beliefs on their teaching practices and what role these beliefs play in creating desired changes in student behavior. In alignment with the above, the findings also complement those of Memnun & Hart (2012) as well as Polly et al (2013) regarding how math teachers' beliefs toward mathematics influences their classroom practices and experiences when giving math lessons.…”

Section: Discussionsupporting

confidence: 65%

“…Gagne & Briggs (1974) described the process of designing the instruction as a systemized method to achieve better educational planning, and developing it to reach the goals of teaching and learning. Levin & Wadmany (2006) believed that personal beliefs which are held by teachers strongly influence their learning strategies in professional development programs and in improving their teaching practices. Those personal beliefs also affect decision-making to which is concerned with discourses and teaching practices.…”

Section: The Relationship Between Beliefs and Teaching Practicesmentioning

confidence: 99%

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In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

Aljaberi¹,

Gheith²

2018

JEL

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The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers' beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers' perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

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Section: Discussionsupporting

confidence: 65%

Section: The Relationship Between Beliefs and Teaching Practicesmentioning

confidence: 99%

In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

Aljaberi¹,

Gheith²

2018

JEL

View full text Add to dashboard Cite

show abstract

“…En función de procesos de formación profesional, el carácter implícito de las creencias obstaculizaría su transformación por parte de estudiantes de pedagogía (Levin y Wadmany, 2006). Debido a que las creencias serían almacenadas de forma tácita, tratar de reconocerlas, articularlas y explorarlas resultaría un desafío.…”

Section: Marco De Referencia Creencias En La Formación De Profesoresunclassified

Creencias sobre los roles del profesor y del estudiante que poseen futuros docentes de inglés en dos universidades chilenas

Ochoa

Larenas

Hernández

et al. 2017

Folios

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“…Ennek oka a szerény infrastruktúra, a magas csoportlétszám, valamint az óvópedagógusok IKT-tudásának hiánya. A pedagógusok eszközismerete ösz-szefügg az eszköz alkalmazásának mértékével Levin & Wadmany, 2006;Palak & Walls, 2009;Tondeur, Hermans, van Braaks, & Valcke, 2008).…”

Section: Az Ikt Felhasználási Lehetőségei Az óVodábanunclassified