American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2014, 2(7), 519-525
DOI: 10.12691/education-2-7-14
Open AccessArticle

Belief Change: Secondary Teachers’ Class Observation

Siping LIU1, and Jian WANG2

1College of Foreign Languages and Literature, Wuhan University, Wuhan, China

2College of Education, Texas Tech University, U.S.A

Pub. Date: July 07, 2014

Cite this paper:
Siping LIU and Jian WANG. Belief Change: Secondary Teachers’ Class Observation. American Journal of Educational Research. 2014; 2(7):519-525. doi: 10.12691/education-2-7-14

Abstract

This essay explores the questions about preservice teachers’ belief about effective teaching, especially their understanding of students, and their expectation from teacher education program. The authors ground their research in theories of teachers’ belief and belief change. Data collected from 35 participants are based on open-ended survey questions. Findings indicate that the participants made a significant change of their belief about students after the guided observation. They believe what they need to learn from teacher education is mainly pedagogical knowledge. The authors conclude that field experience helps students make some change of their belief but they still take a rather simplistic view about teaching.

Keywords:
belief belief change early intervention student teacher

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Pajares, M. F. “Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct”, Review of Educational Research, 62 (3), 307-332. 1992.
 
[2]  Lortie, D.C. Schoolteacher. Chicago: University of Chicago Press. 1975.
 
[3]  Kagan, D. “Professional Growth among Preservice and Beginning Teachers”, Review of Educational Research, 62 (2), 129-69. 1992.
 
[4]  Mattheoudakis, M. “Tracking Changes in Pre-Service EFL Teacher Beliefs in Greece: A Longitudinal Study”, Teaching and Teacher Education: An International Journal of Research and Studies, 23 (8), 1272-1288. 2007.
 
[5]  Feiman-Nemser, S. and Buchman, M. When is student teaching teacher education? East Lansing, Mich.: The Institute for Research on Teaching, College of Education, Michigan State University. 1986.
 
[6]  Calderhead, J., and Robson, M. “Images of teaching: Student teachers' early conceptions of classroom practice”, Teaching and Teacher Education, 7 (1), 1-8. 1991.
 
[7]  Weinstein, C. S. “Preservice teachers' expectations about the first year of teaching”, Teaching and Teacher Education, 4 (1), 31-40. 1988.
 
[8]  Doyle, W. “Learning the classroom environment: An ecological analysis”, Journal of Teacher Education, 28 (6), 51-55. 1977.
 
[9]  Zahorik J.A. “Teachers’ collegial interaction: An exploratory study”, The Elementary School Journal, 87 (4), 385–396. 1987.
 
[10]  Calderhead, J. “Knowledge structures in learning to teach”, in Calderhead, J. (Ed.) Teachers' professional learning. London: Falmer Press. 51-64. 1988.
 
[11]  Shulman, L. “Those who understand: A conception of teacher knowledge”, American Educator, 10 (1), 9-15, 43-44. 1986.
 
[12]  Shulman, L. “Knowledge and teaching: Foundations of the new reform”, Harvard Educational Review, 57 (1), 1-22. 1987.
 
[13]  Veeman S. “Perceived problems of beginning teachers”, Review of Educational Research, 54 (2), 143–178. 1984.
 
[14]  Bogdan, R. C., and Biklen, S. K. Qualitative research for education: An introduction to theory and methods (2nd Ed.). Needham Heights, MA: Ally and Bacon. 1992.
 
[15]  Van Fleet, A. “Learning to teach: The cultural transmission analogy”, Journal of Thought, 14 (4), 281-290. 1979.
 
[16]  Rokeach, M. Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass. 1968.
 
[17]  Clark, C. M. “Asking the right questions about teacher preparation: Contributions of research on teaching thinking”, Educational Researcher, 17 (2), 5-12. 1988.
 
[18]  Nespor, J. “The role of beliefs in the practice of teaching”, Journal of Curriculum Studies, 19 (4), 317-328. 1987.
 
[19]  Buchmann, M., and Schwille, J. “Education: The overcoming of experience”, American Journal of Education, 92 (1), 30-51. 1983.
 
[20]  Bruner, J. “Frames for thinking: Ways of making meaning”, in D. R. Olson and N. Torrance (Eds.), Modes of thought: Explorations in culture and cognition. New York: Cambridge University Press. 93-105. 1996.
 
[21]  Holt-Reynolds, D. “Personal history-based beliefs as relevant prior knowledge in course work”, American Educational Research Journal, 29 (2), 325-349. 1992.
 
[22]  Brookhart, S. M., and Freeman, D. J. “Characteristics of entering teacher candidates”, Review of Educational Research, 62 (1), 37-60. 1992.
 
[23]  Porter, A. C., and Freeman, D. J. “Professional orientations: An essential domain for teacher testing”, Journal of Negro Education, 55 (3), 284-292. 1986.
 
[24]  Hollingsworth, S. “Prior beliefs and cognitive change in learning to teach”, American Educational Research Journal, 26 (2), 160-189. 1989.
 
[25]  Tillema, H. “Belief change towards self-directed learning in student teachers: Immersion in practice or reflection on action”, Teaching and Teacher Education, 16 (5-6), 575-591. 2000.
 
[26]  Book, C. L. and Freeman, D. J. “Differences in entry characteristics of elementary and secondary teacher candidates”, Journal of Teacher Education, 37 (2), 47-51. 1986.
 
[27]  Book, C. L., Byers, J., & Freeman, D. J. “Student expectations and teacher education traditions with which we can and cannot live”, Journal of Teacher Education, 34 (1), 9-13. 1983.
 
[28]  Zeichner, K. M., and Tabachnick, B. R. “Are the effects of university teacher education 'washed out' by school experience?”, Journal of Teacher Education, 32 (1), 7-10. 1981.
 
[29]  Sigel, I. E. “A conceptual analysis of beliefs”, in I. E. Sigel (Ed.), Parental belief systems: The psychological consequences for children. Hillsdale, NJ: Erlbaum. 345-371. 1985.
 
[30]  Harvey, O. J. “Belief systems and attitudes toward the death penalty and other punishments”, Journal of Personality, 54 (4), 659-675. 1986.
 
[31]  Glickman, C. D. Supervision of Instruction: A Developmental Approach. Boston: Allyn and Bacon, Inc. 1985.
 
[32]  Palmer, D. “Durability of changes in self-efficacy of preservice primary teachers”, International Journal of Science Education, 28 (6), 655-671. 2006.
 
[33]  Lauriala, A. “The Role of Practicum Contexts in Enhancing Change in Student Teachers' Professional Beliefs”, European Journal of Teacher Education, 20 (3), 267-282. 1997.
 
[34]  Beijaard, D., and de Vries, Y. “Building expertise: A process perspective on the development or change of teachers' beliefs”, European Journal of Teacher Education, 20 (3), 243-55. 1997.
 
[35]  Hall, G. E., Quinn, L.F. and Gollnick, D. M. The joy of teaching: Making a difference in student learning. Boston, MA: Pearson Education, Inc. 2008.
 
[36]  Feiman-Nemser, S., McDiarmid, W. G., Melnick, S.L., and Parkea M. “Changing beginning teachers' conceptions: A description of an introductory teacher education course”. Paper presented at American Educational Research Association, Washington, DC. 1989.