Belief Change: Secondary Teachers’ Class Observation

Siping LIU^1, and Jian WANG²

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

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

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

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