Abstract
Educational reform centres on changing teacher behaviour, as it is teachers who filter through the curriculum to learners. Educational reform could therefore be viewed as reforming or changing teacher behaviour. This article investigates some of the factors influencing teachers’ behaviour namely knowledge, attitude and views and beliefs. The complexity of research on teaching and teacher education is addressed by focusing on the elements of three factors as well as the relationship between these influencing factors. A research framework on teacher behaviour is presented, in an effort to expand the theoretical understanding of the factors influencing teacher behaviour and to guide future teacher education.
Highlights
Many countries are in the midst of educational reform, with the heart of this reform revolving around changes in the curriculum and teacher instructional behaviour
Thompson (1992) theorizes that because teachers treat their beliefs as knowledge, it is difficult to distinguish between knowledge and beliefs, with Manouchehri (1997) noting that teachers translate their knowledge of mathematics and pedagogy into practice through the filter of their beliefs
Teacher beliefs is the second factor in Koehler and Grouw’s model (1992), as beliefs have a powerful impact on teaching (NRC, 2001) via teacher behaviour (Muijs & Reynolds, 2002; Schoenfeld, 2001) through such processes as the selection of content and emphasis, styles of teaching, and modes of learner learning (Ernest, 1989)
Summary
Educational reform centres on changing teacher behaviour, as it is teachers who filter through the curriculum to learners. Educational reform could be viewed as reforming or changing teacher behaviour. This article investigates some of the factors influencing teachers’ behaviour namely knowledge, attitude and views and beliefs. The complexity of research on teaching and teacher education is addressed by focusing on the elements of three factors as well as the relationship between these influencing factors. A research framework on teacher behaviour is presented, in an effort to expand the theoretical understanding of the factors influencing teacher behaviour and to guide future teacher education
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