The theoretical beliefs of effective teachers of literacy in primary schools: an exploratory study of orientations to reading and writing

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

“…Beliefs can influence what teachers learn and what they then teach to students. Several study findings have indicated that beliefs are the main driving force for activities teachers perform with their students inside the classroom, and are also the most influential factor in learning processes (Poulson, Avramidis, Fox, Medwell, & Wray, 2001;Pajares, 1992). On the other hand, researchers such as Stipek, Givvin, Salmon, & MacGyvers (2001) indicated that certain compatibilities exist between teachers' beliefs and their teaching practices in the classroom.…”

“…Meanwhile, Poulson, Avramidis, Fox, Medwell, & Wray (2001) indicated that a complex connection exists between a teacher's beliefs and his or her teaching practices; beliefs drive performance, while teaching experience and practices have the ability to change (or supplement) an individual's beliefs. This relationship has often been described as polemical as practices do not always follow beliefs, but could sometimes be superior and of higher importance.…”

Relationships between primary teachers’ beliefs and their practices in relation to writing instruction

“…They also reported that activities such as handwriting, spelling instruction and grammar instruction were positively correlated with a belief in correctness in writing; and that natural learning includes approaches such as whole language and process writing instruction, while correctness in writing includes skills instruction. Poulson et al (2001) reported that analysis of the responses of 225 primary grade teachers showed that copying and the regular use of spelling lists by children were positively correlated with teachers' belief in the importance of correcting children's writing and of handwriting. These activities were also negatively correlated with teachers' belief that young writers should choose their own writing topics.…”

“…), this study did not specifically address the relationship between classroom organisation and teachers' profiles. Studies that compute correlations between beliefs and specific writing instructional practices in the early grades are rare (Poulson et al 2001;Graham et al 2002).…”

“…There were significant associations between beliefs and activities and beliefs and classroom organisation procedures supported by code vs. meaning beliefs. However, the different associations revealed in the study showed that teachers combine multidimensional aspects in their writing instruction theory and practice.Keywords: beliefs; practices; teaching; written language; primary school Introduction According to several authors (Clark and Peterson 1986;Pajares 1992;Poulson et al 2001;Van Driel and Verloop 2002;Pederson and Liu 2003;Woolley, Benjamin, and Woolley 2004;Shin and Koh 2007), teachers' beliefs influence teaching practices and have an impact on students' educational experiences and results. However, the relation between beliefs and practices is referred by Fang (1996) and Vaughn, Moody, and Shumm (1998) as a relation governed by consistency and inconsistency patterns as there often exists contextual constraints as school/national policies or external evaluations that inhibit teachers' actions (Valencia and Wixson 2000;Lam and Kember 2006).…”