Ways to uncover teachers' beliefs

Date

2012-02-11

Author

Erkmen, Besime

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

261
views

0
downloads

The field of teacher education and teacher cognition has recently seen increasing interest in investigating teachers' beliefs about teaching and learning with the recognition that beliefs influence teachers' planning, decision-making and classroom behaviour. Since beliefs cannot be directly observed or measured, researchers in this field have sought for various effective data collection methods to elicit teachers' beliefs. This paper, which is part of a larger study, aims to offer insights into certain qualitative instruments that may be used in uncovering teachers' beliefs. The findings indicated that metaphor elicitation task and the combination of observations, stimulated recall interviews and post-lesson reflection forms seemed to have been particularly valuable in eliciting beliefs and raising awareness. (C) 2012 Published by Elsevier Ltd.

Subject Keywords

Eliciting teacher beliefs, Novice EFL teachers, Qualitative methods to elicit beliefs

URI

https://hdl.handle.net/11511/64152

DOI

https://doi.org/10.1016/j.sbspro.2012.06.628

Collections

Education and Humanities, Conference / Seminar

Suggestions

OpenMETU
Core

DEVELOPING A PARTICIPATORY MODEL FOR TEACHER EVALUATION AND PROFESSIONAL DEVELOPMENT: A CASE STUDY Güneş savul, Emel; Çapa Aydın, Yeşim; Department of Curriculum and Instruction (2022-10) This case study aimed to develop a participatory teacher evaluation model to promote teachers’ professional development. A private primary school was determined as the case, and the study was conducted in the academic year of 2018-2020. Classroom teachers, principals, and experts working in this school constituted the participants. The first part of the research aimed to provide an in-depth analysis of perceptions of participants on current teacher evaluation and professional development practices. In the ...
Challenges faced by novice language teachers: support, identity, and pedagogy in the initial years of teaching Karataş, Pınar; Karaman, Abdullah Cendel (2013-01-01) Beginning teachers experience various challenges as they strive to develop their teaching in new environments. In this paper, we explore the challenges faced by novice language teachers and the support needed to address these. For this purpose, recent studies on the experiences of novice language teachers were reviewed. Three major themes were prevalent in research on this issue: support, identity and pedagogy. In the paper, we discuss each area and a selection of related studies. In addition, to present a ...
Novice EFL Teachers' Beliefs about Teaching and Learning, and their Classroom Practices Erkmen, Besime (2014-01-01) The purpose of this study was to examine novice EFL teachers' beliefs about teaching and learning, and the relationship between their beliefs and classroom practices. Nine non-native novice EFL teachers teaching at a private university in Northern Cyprus participated in this nine month long study. Data collection consisted of semi-structured interviews, classroom observations, post-lesson reflection forms, and stimulated recall interviews. The findings of the study showed that novice teachers' previous expe...
Relationships between Foreign Language Teachers' Cognitions and Actions: Evidence from Instructors at Tertiary-level Öztürk, Mustafa; Yıldırım, Ali (2019-01-01) Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning...
Induction into Teaching in Turkish Secondary Schools: A Multiple Case Study of First Year Teachers’ Experiences Gunes, Tugba; Yıldırım, Ali (2019-03-01) The aim of this study was to examine the experiences of the first year of four novice teachers regarding their classroom experiences, relationships with colleagues, mentoring process and the reflections on the pre-service teacher education they received. The study adopted a qualitative multiple-case study design and the data were collected from four novice teachers through semi structured interviews. Additionally, 28-hour classroom observations were conducted and documents such as teachers’ materials, exam ...

Citation Formats

B. Erkmen, “Ways to uncover teachers’ beliefs,” 2012, vol. 47, p. 141, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/64152.