IN-SERVICE TEACHERS’ THEORETICAL ORIENTATIONS AND CLASSROOM PRACTICES: ANALYSIS OF ESPOUSED BELIEFS AND PERCEIVED PRACTICES
DOI:
https://doi.org/10.47604/ajep.1163Abstract views: 252
PDF downloads: 317
Keywords:
Beliefs, practices, behaviorist, constructivism, In-service teachersAbstract
Purpose: The purpose of this study was to identify the theoretical orientations that influence teaching practices, and the relationships between beliefs and practices of in-service teacher trainees drawn from different parts of Ethiopia who were attending summer training program in different academic departments of the Addis Ababa University.
Methodology: Participants of summer in-service program (N=276) were randomly selected from four subject areas and made to complete a self-report questionnaire designed for this purpose. The questionnaire had 40 Likert Scale type items rated over 5 points so as to collect data on beliefs and practices relating to planning, teaching and assessment behaviors of the surveyed teachers.
Findings: The Findings indicated that in most of the cases the beliefs and practices of the surveyed teachers aligned with constructivist reform which the Ethiopian Ministry of Education expects all teachers to implement. Congruence between espoused beliefs and perceived practices were noted with evidence of low relationship between the two. The findings have contributions to raising teachers’ tacit knowledge of teaching craft. Insights for educational administrators and areas of focus for future research were also identified.
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References
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Brighton, Catherine M. (2003). The Effects of Middle School Teachers’ Beliefs on Classroom Practices. Journal for the Education of the Gifted. Vol. 27, No. 2/3, pp. 177–206.
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Kane, R. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72 (2), 177–228.
Khader, Fakhri R. (2012). Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction. American International Journal of Contemporary Research. 2 (1). Pp. 73 – 92.
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Maheshwari, Greeni (2017). An Analysis Of The Effectiveness Of The Constructivist Approach In Teaching Business Statistics. Informing Science, Volume 20. Pp. 85 – 97.
Margaret Cain (2012). Beliefs about Classroom Practice: A Study of Primary Teacher Trainees in Trinidad and Tobago. Journal of Humanities and Social Science 2 (3). PP .96 – 105.
Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25, 89–100.
Mahmood, Nasir (2013). Classroom practices and consequent transformation in beliefs towards Science Teaching: A case study of Elementary School Science Teacher. Journal of Faculty of Educational Sciences, 46 (1), pp. 297-315
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Richards, C.J, Gallo, P.B., and Rendaya, W.A. (n.d). Exploring Teacher beliefs and the Process of Change. Unpublished paper.
Richardson, V. (1997). Constructivist teaching and teacher education: Theory and practice. In V. Richardson (Ed.), .), Constructivist Teacher Education: building new understandings Falmer Press. Washington, DC
Transitional Government o Ethiopia. (1994). Education and Training Policy. EMPDA.
Venville, G., Sheffield, R., Rennie, L. J., & Wallace, J. (2008). The writing on the wall: Classroom context, curriculum implementation, and student learning in integrated, community-based science projects. Journal of Research in Science Teaching, 45, 857-880.
Verjovsky, J. & Waldegg, G. (2005). Analyzing beliefs and practices of Mexican high school biology teacher. Journal of Research in Science Teaching, 42, 465-491.
Weegar, Mary Anne and Pacis, Dina (2012). A Comparison of Two Theories of Learning -- Behaviorism and Constructivism as applied to Face-to-Face and Online Learning. National University: San Diego. E-Leader Manila
Williams, M., & Burden, R. L. (1997). Psychology for language teachers: a social constructivist approach. Cambridge: Cambridge University Press
Brighton, Catherine M. (2003). The Effects of Middle School Teachers’ Beliefs on Classroom Practices. Journal for the Education of the Gifted. Vol. 27, No. 2/3, pp. 177–206.
Bron, Bob Burton and Webb Jeaninne N. (1968). Beliefs and Behahavior in Teaching. In “Research in Review. Iames Raths (ed.). Association for Supervision and Curriculum Development.
Cantu, D. (2001). A Investigation of the Relationship Between Social Studies Teachers’ Beliefs and Practice. Lampeter: The Edwin Mellen Press.
Center for Educational Research and Innovation (CERI, 2008). Assessment for Learning: Formative Assessment
Cox, Murray William (2011). The Effects Of Behaviorist And Constructivist Instruction On Student Performance In College-Level Remedial Mathematics. Texas A&M University. Unpublished PhD Dissertation
De Lisi, Richards (1979). The Educational Experience of Piaget’s Theory and Assessment Techniques. ERIC.
Devine, Dympna; Fahie, Declan and McGillicuddy, Deirdre (2013). What is ‘good’ teaching? Teacher beliefs and practices about their teaching. Irish Educational Studies, 32 (1), Pp. 83_108,
Erkmen, Besime (2014). Novice EFL Teachers’ Beliefs about Teaching and Learning, and their Classroom Practices. H. U. Journal of Education. 29(1), pp. 99-113
Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne T.; Sadik, Olgun; Sendurur, Emine; and Sendurur. Polat (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education 59; pp. 423–435. www.elsevier.com/locate/compedu
Farrell, Thomas SC. and Ives, Jessica (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research. Vol. 19(5) 594–610
Good, T. L., and Brophy, J. E. (2003). Looking in Classrooms> Allyn and Bacon: USA
Hassad, Rossi A. (2011). Constructivist and Behaviorist Approaches: Development and Initial Evaluation of a Teaching Practice Scale for Introductory Statistics at the College Level. Numeracy, 4 (2). http://scholarcommons.usf.edu/numeracy/vol4/iss2/art7
Hos, Rabia and Kekec, Mustafa. (2014). The Mismatch between Non-native English as a Foreign Language (EFL) Teachers‟ Grammar Beliefs and Classroom Practices. Journal of Language Teaching and Research, 5(1), pp. 80-87
Kane, R. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72 (2), 177–228.
Khader, Fakhri R. (2012). Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction. American International Journal of Contemporary Research. 2 (1). Pp. 73 – 92.
Kaymakamoglu, Sibel E. (2017). Teachers’ Beliefs. Perceived Practice, and Actual Classroom Practice in Relation to Traditional (teacher-centered) and Constructivist (Learner-Centered)Teaching (Note 1). Journal of Education and Learning. 7(1): pp. 29 -37.
Lin, Hsiao-Chuan (2010).An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction, Unpublished MA Thesis: Kent State University.
Maheshwari, Greeni (2017). An Analysis Of The Effectiveness Of The Constructivist Approach In Teaching Business Statistics. Informing Science, Volume 20. Pp. 85 – 97.
Margaret Cain (2012). Beliefs about Classroom Practice: A Study of Primary Teacher Trainees in Trinidad and Tobago. Journal of Humanities and Social Science 2 (3). PP .96 – 105.
Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25, 89–100.
Mahmood, Nasir (2013). Classroom practices and consequent transformation in beliefs towards Science Teaching: A case study of Elementary School Science Teacher. Journal of Faculty of Educational Sciences, 46 (1), pp. 297-315
Pajares, M. F. (1992). "Teachers beliefs and pedagogical research: Cleaning up a messy construct". Review of Pedagogical Research, 62, 307-332.
Powers, Sherry W., Zippayy, Cassie and Butlerz, Brittany (2006).Investigating Connections Between Teacher Beliefs and Instructional Practices with Struggling Readers. Reading Horizons, 47 (2): pp. 119 -157.
Richards, C.J, Gallo, P.B., and Rendaya, W.A. (n.d). Exploring Teacher beliefs and the Process of Change. Unpublished paper.
Richardson, V. (1997). Constructivist teaching and teacher education: Theory and practice. In V. Richardson (Ed.), .), Constructivist Teacher Education: building new understandings Falmer Press. Washington, DC
Transitional Government o Ethiopia. (1994). Education and Training Policy. EMPDA.
Venville, G., Sheffield, R., Rennie, L. J., & Wallace, J. (2008). The writing on the wall: Classroom context, curriculum implementation, and student learning in integrated, community-based science projects. Journal of Research in Science Teaching, 45, 857-880.
Verjovsky, J. & Waldegg, G. (2005). Analyzing beliefs and practices of Mexican high school biology teacher. Journal of Research in Science Teaching, 42, 465-491.
Weegar, Mary Anne and Pacis, Dina (2012). A Comparison of Two Theories of Learning -- Behaviorism and Constructivism as applied to Face-to-Face and Online Learning. National University: San Diego. E-Leader Manila
Williams, M., & Burden, R. L. (1997). Psychology for language teachers: a social constructivist approach. Cambridge: Cambridge University Press
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Published
2020-11-03
How to Cite
Komo, T. T. (2020). IN-SERVICE TEACHERS’ THEORETICAL ORIENTATIONS AND CLASSROOM PRACTICES: ANALYSIS OF ESPOUSED BELIEFS AND PERCEIVED PRACTICES. African Journal of Education and Practice, 6(7), 53 – 66. https://doi.org/10.47604/ajep.1163
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