Teachers’ Attitudes and Perceptions: Association of Teachers’ Attitudes toward Traditional and Modern Teaching Methodology According to RWCT as Well as Teachers’ Perceptions for Teaching as a Profession

Xhevahire Karanezi,Edmond Rapti

doi:10.4236/ce.2015.66061

Abstract

Teaching methodologies that are chosen to be used by teachers in their daily work are highly impacted by their attitudes and perceptions. According to Schoenfeld (1992) attitudes and perceptions influence teachers not only how, but what, he or she teaches. The data collection for this study was conducted using quantitative and qualitative method. There were 473 school teachers throughout Kosovo that participated in this study. Questionnaires were used to collect all quantitative data, which were compiled and adjusted in accordance with the study objectives. Focus groups discussions were conducted for the purpose of collecting the qualitative data. The data showed significant negative association between teachers’ attitudes toward traditional teaching methodologies and modern teaching methodologies according to RWCT (r = –0.446, sig = 0.000). The data also showed that there was a significant negative association between attitudes toward traditional teaching methodology and teachers’ perceptions for teaching as a profession (r = –0.092, sig = 0.046). The quantitative results were in the same line with the qualitative findings of the study.

Highlights

Traditional teaching methodologies with teacher in the center were not anymore applicable, considering the new changes and daily challenges that the society was facing
The data were analyzed based on three subscales which were calculated from the quantitative data
Correlation analysis were conducted in order to observe the association of attitudes toward traditional teaching methodology and attitudes toward modern teaching methodology according to RWCT, as well as teachers’ perceptions for teaching as a profession

Summary

Introduction

Traditional teaching methodologies with teacher in the center were not anymore applicable, considering the new changes and daily challenges that the society was facing. New teaching methodologies, with the student in the center, are being implemented all over the world, by continuously promoting critical thinking. According to Richards (2008) traditional methodology was explained as learning that was very much seen as under teacher’s control. In this regard the traditional classrooms were seen like ceremonial places where students sat in rows like spectators, while the teacher sat in front of them as a mayor or a priest (Crawford et al, 2005). Scrivener (2005) explains that in modern methodology the main role of the teacher is to help students in the process of learning by encouraging, involving and helping them to try out and explore The modern teaching methodology is much more student-centered. Scrivener (2005) explains that in modern methodology the main role of the teacher is to help students in the process of learning by encouraging, involving and helping them to try out and explore

Objectives

Methods

Results

Discussion

Conclusion