Teacher Beliefs Research Articles

The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs

ABSTRACT As teachers in training must learn key professional competencies, student teachers often undergo training approaches that are either based in theory or practice. To more comprehensively promote student teachers’ professional competencies, we examined the effectiveness of a combined theory-practice-based professionalisation program on student teachers’ knowledge, self-efficacy, and instructional beliefs. The intervention, focusing on differentiated reading instruction, included theoretical training and a practical application in which student teachers implemented an evidence-based reading training in schools. The control group (N = 44) and the experimental group (N = 35) consisted of student teachers in their practical semester at university, while the experimental group additionally received the intervention. Compared to the control group, the experimental group experienced self-reported improvements in knowledge, self-efficacy, and teacher-centred beliefs, and these improvements had developed early in the training process. Overall, this study emphasises the effectiveness of the combined training approach and the importance of early theoretical training.

Do instructor beliefs and attitudes matter? Understanding associations between beliefs, attitudes, and practices

A mixed-method approach is used to examine the relationship between university instructors’ practices in blended courses and their epistemological and pedagogical beliefs, and their attitudes toward technology. The study draws from a socio-constructive perspective and uses Fishbein and Ajzen’s belief and attitude theory and applies it to a blended framework. Data were collected using an online survey of 71 instructors, semi-structured individual interviews with 24 instructors and one to four classroom observations of 15 instructors. The interviews were audio-recorded, and the classroom observations were collected via hand-written notes. Data were analyzed via NVIVO 12 and SPSS. Findings explore relationships between instructors’ beliefs around knowledge, hard work and student self-regulation skills to their instructional strategies and involvement of students. The study also looks at instructor use of different technologies in blended courses and explores the connection between their attitudes towards technology and their practices. This study, thus, offers guidance to academic leaders, instructors, developers, and policymakers and has several implications for research and instructor development workshops.

Conceptualizing reflection-for-action: Empowering teachers as agents of collaborative and collective transformation

This longitudinal case study offers an empirically grounded conceptualization of teachers' reflection-for-action (RFA), that is, proactive or anticipatory reflection which occurs before action. Data were collected from five in-service EFL teachers in Türkiye via teachers' online discussions, critical event narratives, interviews, and researchers’ journals. Findings indicated that RFA is an individual, collaborative and a collective practice, influenced by teacher beliefs and autonomy. RFA appears to be facilitated through a triadic cycle of stimulus, evaluation, and action, allowing teachers to identify their strengths and weaknesses and develop strategies to challenge prescribed institutional practices with more creative, innovative, and out-of-the-box teaching methods.

EFL teacher beliefs about collaborative writing at Swedish primary school

ABSTRACT Writing is a key component of primary EFL education and the way it is taught can influence pupils’ language learning. To enhance written and overall proficiency, collaborative writing (CW) has been advocated, but few CW studies include teachers of young learners. Their views on writing instruction are relevant to consider, since they can have an impact on classroom teaching and pupils’ progress in EFL. This study therefore adopts semi-structured interviews with 15 Swedish EFL teachers to explore their beliefs about how CW affects 10–12-year-olds’ EFL learning opportunities. A reflexive thematic analysis generated six themes, where perceived beneficial outcomes of CW concern vocabulary expansion, writing improvement, motivation and a decrease in foreign language anxiety. Constraints, according to the teachers, relate to grouping pupils to maximise linguistic gains and finding time for CW. The study concludes that the teachers believe CW to be a multifaceted approach that potentially supports young learners as EFL users in general and writers specifically.

Beliefs of German Prospective Physical Education Teachers: A Qualitative Examination Through the Lens of Teaching Quality

Purpose: Prospective physical education teachers (PPETs) acquire beliefs during acculturation, which is the time before teacher education begins. Beliefs are based on shared experiences and influential in PPETs’ professional development. We examined German PPETs’ shared beliefs through the lens of teaching quality, comprising classroom management, student support, and cognitive activation. Method: Three focus group discussions were conducted, in which 13 German PPETs were instructed to work on shared lesson planning. The data were analyzed using reflexive thematic analysis. Findings: The PPETs believed that physical education should enable students’ participation in sports. Therefore, classroom management was reflected as “managing a physical education class as a prerequisite for the complexity of teaching.” Student support was reflected as “providing easy access to sports for all students.” Cognitive activation was reflected as “disregarding cognitive activation in favor of transmissive teaching.” The PPETs drew on their own physical education experiences as former students. Conclusion: Longitudinal studies focusing on cognitive activation are recommended.

Exploring student-centered instructions in English as a foreign language (EFL) learning in Indonesia through trioethnographic reflections

This article examines professional development through the lens of trioethnographic reflections to enhance student-centered teaching practices. Trioethnography, derived from duoethnography, is a qualitative research method where two or more researchers engage in reflective dialogue to explore an issue. We collected data through four reflective conversations, guided by faculty advisors, during our teaching practicum. Our analysis identified three key themes from these dialogues: (1) reexamining our beliefs about student-centered instruction, (2) recognizing sociocultural barriers to this approach, and (3) sharing experiences of relearning teaching methods. These conversations created a safe space to exchange insights and collaboratively build understanding. The findings have significant implications for teachers and teacher education. First, teachers must continually reassess the beliefs and assumptions that underpin their teaching. Second, understanding students more deeply is crucial for effectively implementing student-centered teaching, especially in EFL contexts. Third, preservice teacher education should emphasize the importance of self-reflection and critical examination of teaching beliefs, fostering both personal and professional growth. Lastly, future research should narrow its focus on specific practical issues within student-centered EFL teaching to further enrich the field and improve teaching practices. Collaborative reflection should become a routine part of teacher education programs to better prepare future educators.

Studies on language teachers' beliefs and emotions: Current status and future directions

This paper provides a historical overview of research on language teachers' beliefs and emotions, examining how studies on teacher emotions have influenced research on beliefs and classroom practices. Using bibliometric analysis, we mapped trends and paradigms in the literature, focusing on significant developments in this field. Our findings reveal a notable increase in publications on language teacher beliefs, particularly since 2018, indicating growing academic interest. Highly cited studies predominantly emphasize the emotional aspects of teaching, signaling a broader shift in research focus from cognitive to emotional dimensions, commonly referred to as the “emotional turn.” The analysis also identifies influential authors and institutions, with the USA, China, and the UK leading in contributions. Research themes have evolved over time, moving from foundational beliefs and teaching practices to more complex areas like teacher psychology, with particular attention to emotional regulation, identity, and agency in language teaching. Finally, we offer insights for future research, aiming to further explore the intricate relationship between teachers' beliefs and emotions.

Teachers' perceptions and implementations of global Englishes and Frenches in language classrooms

AbstractAn important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K‐12 and university settings in the United States to compare attitudes around varieties of two dominant global languages with colonial legacies through an anonymous questionnaire completed by 36 language teachers. The study aimed to understand to what extent English and French language teachers drew on the linguistic diversity of the respective languages and if there was a connection between received ideas and attitudes around varieties and approaches taken in language classrooms. Findings suggest that language teachers were influenced by their own language learning histories, leading to a misalignment between teaching beliefs and pedagogical practices. Additionally, language teachers were subject to curricular constraints that influenced their teaching practices around language varieties. Implications for teacher education are discussed.

Local Belief and the Negotiation of EFL Teachers’ Identity in an Asian Country

Aim. This study investigates the local belief and the negotiation of English as a Foreign Language (EFL) teachers' identity within the Asian context. Methods. Framed within the Martha Pennington (2014) model, this qualitative research examines the complex interplay between local beliefs and the participants’ identity formation through in-depth interviews. The data was collected from three (3) EFL teachers operating at local Asian schools. Results. The findings reveal the significance of local beliefs in shaping teachers' instructional practices, classroom interactions, and professional identities. This research sheds light on the dynamic nature of EFL pedagogy in culturally diverse settings as it underscores the dialectical process through which EFL teachers negotiate their identities within the local cultural and educational milieu. Conclusions. It can be concluded that this research contributes to the field of EFL education by highlighting the need for teacher training programmes that address the diverse cultural and contextual factors that influence the formation of EFL teachers' identities.

STEM professional development of early childhood teachers

AbstractEarly childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM professional development. This mixed‐method study investigated the effects of the STEM Professional Development Program (SPDP) on 12 early childhood teachers' attitudes toward STEM education, STEM practices, self‐efficacy, and instructional beliefs, which were used as pretest and posttest measures. The quantitative dimension of the study investigated the effects of the SPDP on early childhood teachers' attitudes and STEM practices, self‐efficacy, and instructional beliefs towards STEM education by using the pretest and posttest only, without a control group design. The qualitative dimension, participating teachers' experiences, perceptions about the SPDP, and thoughts about the SPDP's influence on their beliefs, self‐efficacy, and attitudes about STEM were explored using phenomenology design. Quantitative data were analyzed using the Wilcoxon signed‐rank test. Qualitative data were analyzed using content analysis. Results showed that the SPDP positively affected teachers' self‐efficacy for STEM practices, attitudes toward STEM education, and instructional beliefs. Moreover, participating in the SPDP influenced teachers' perspectives on STEM education, supported their learning about STEM content, and increased their awareness of the importance of STEM in early childhood.

Teacher-related factors associated with teacher–child interaction quality in preschool education

Quality teacher–child interaction is considered one of the primary mechanisms through which educational experience fosters the development of children’s competencies. Teachers’ self-efficacy and beliefs about developmentally appropriate practices influence the quality of classroom interaction. However, the findings are mixed, and more research must be done within the preschool teacher population. The present study investigated teacher-related factors influencing teacher–child interaction quality with preschool children. Two rating scales and one observation measure were used to survey and observe 55 preschool teachers in preschool centres of Arba Minch town, Ethiopia. Statistically significant positive correlations were found between teacher factors (i.e., teacher belief, self-efficacy, teaching experience) and teacher–child interaction quality (emotional support, classroom organization, and instructional support). Teacher belief significantly predicted teachers’ emotional support and classroom organization, while teaching experience significantly predicted instructional support. The findings of this study have implications for concerned bodies striving to achieve the 2030 sustainable development goals aimed at increasing the supply of qualified teachers to ensure all girls and boys have access to quality early childhood development and care so that they are ready for primary education, especially in the least developed countries.

Fostering self-regulated learning-focused feedback: Getting preservice teachers prepared

Since self-regulated learning (SRL) has been integrated into educational objectives, it is crucial for EFL teachers to incorporate SRL elements, such as feedback, into their instructional practices. Given the inherent complexity of the feedback process and the challenges associated with changing in-service teachers' feedback focus, developing preservice teachers’ literacy at the beginning of their professional careers is essential. To investigate the extent to which preservice teachers can generate multifocus feedback incorporating an SRL element, this study analyses the feedback categories generated by 286 preservice teachers and examines the underlying factors that influence their feedback choices using a mixed-methods approach. The feedback pattern analysis revealed that, despite recognizing the importance of SRL, preservice teachers struggled with creating multiple feedback entries supporting SRL. An investigation into SRL-focused feedback patterns and their influencing factors suggested several ways to embed SRL into the core of teacher feedback. These include building teacher beliefs to cultivate collegial resources, constructing a databank of feedback comments on SRL activities to facilitate feedback provision, and examining learner differences to craft individualized feedback. The conclusion summarizes the implications for future feedback studies, outlining an agenda for further research in this area.

Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany

Culturally responsive teaching (CRT) is viewed to promote equity, yet critics argue it may be tokenistic, resembling liberal multiculturalism without encouraging critical thinking and anti-racism. Seeking to understand CRT complexities, a multiple case study design including structured observations and interviews with five secondary school teachers in Germany, explored the interplay of CRT practices, teacher beliefs, and microaggressions. CRT practices varied, while teachers perpetuated deficit- and racist ideologies and often overlooking structural causes. Classroom microaggressions perpetrated by teachers went unrecognized (as problematic) in post-interview reflections. Our research emphasizes the need to reposition critical thinking as its foundation for promoting equity in classrooms.

Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study

Despite the widespread advocacy for the integration of arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) education on an international scale, teachers face numerous obstacles in practically integrating A&H into STEM teaching (IAT). To tackle the challenges, a comprehensive five-stage framework for teacher professional development programs focussed on IAT has been developed. Through the use of a qualitative case study approach, this study outlines the shifts in a participant teacher’s self-efficacy following their exposure to each stage of the framework. The data obtained from interviews and reflective analyses were analyzed using a seven-stage inductive method. The findings have substantiated the significant impact of a teacher professional development program based on the framework on teacher self-efficacy, evident in both individual performance and student outcomes observed over eighteen months. The evolution of teacher self-efficacy in IAT should be regarded as an open and multi-level system, characterized by interactions with teacher knowledge, skills and other entrenched beliefs. Building on our research findings, an enhanced model of teacher professional learning is proposed. The revised model illustrates that professional learning for STEAM teachers should be conceived as a continuous and sustainable process, characterized by the dynamic interaction among teaching performance, teacher knowledge, and teacher beliefs. The updated model further confirms the inseparable link between teacher learning and student learning within STEAM education. This study contributes to the existing body of literature on teacher self-efficacy, teacher professional learning models and the design of IAT teacher professional development programs.

Moroccan EFL Teachers’ Beliefs about the Potential Contribution of Multilingualism to the L3 English Classroom: To What Extent Is Multilingualism an Asset to L3 English Learners?

The current study set out to investigate Moroccan English language teachers’ educational beliefs about the potential of multilingualism for the L3 English classroom. Utilizing a mixed-method approach of investigation, this study employs two instruments to collect data: questionnaires and semi-structured interviews. An online questionnaire was completed by 169 teacher informants who participated in this study, 20 of whom were selected for the semi-structured interviews. Data were analyzed quantitatively and qualitatively. Findings revealed that teacher participants generally exhibited partial/moderate awareness of the usefulness of multilingualism to the L3 English classroom as they held moderate positive educational beliefs about its potential for fostering their multilingual learners’ L3 English. Hence, this study suggests that Moroccan L3 English teachers be encouraged to take maximum advantage of their students’ multilingualism in a way that is beneficial to their L3 English learners. Teacher education has a significant role in positively shaping L3 English teachers’ educational beliefs in that respect.

Instructors’ Beliefs About ESP Assessment: A Case Study

With the world's increasing globalization, English has become the most widely used language for communication, and English for Specific Purposes (ESP) has begun to receive more attention in the twenty-first century due to the effects of globalization and an increase in the need for skilled workers. English for Specific Purposes is a specialized branch of English language learning that focuses on teaching English in particular fields. The assessment process must be customized to the unique characteristics of English for Specific Purposes (ESP), and teacher beliefs can significantly impact on how students are taught and assessed in this subject. Previous research has concentrated on ESP course design and needs assessment in the field. However, teachers' beliefs regarding ESP assessment have not received enough attention. As a result, the study's goal is to investigate the instructors' beliefs regarding ESP assessment in higher education. Three English instructors in a state university’s College of Foreign Languages serve as a sample for this qualitative case study. Semi-structured interviews and seven weeks of reflective journaling were used to gather the data. According to the results, participants believe that ESP assessment has specificity, and it is valuable and accountable. It is also believed that ESP assessment lacks students’ motivation and requires adaptation. The school policy, student motivation, and teacher performance in ESP assessment have influenced these beliefs. To conclude, teacher participation and education are necessary for ESP assessment.

Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion

AbstractTeachers have a critical opportunity to decide how to position transnational funds of knowledge of culturally and linguistically diverse (CLD) students. Positioning theory investigates how views of self and others are applied in social interactions. This scoping literature review identified nine studies that used positioning theory to trace the participation of adolescent CLD students in classroom discussions. The review was limited to peer‐reviewed studies set in school and afterschool classes in the United States. The findings provide a variety of real‐world examples of students and teachers negotiating their identities and navigating participatory opportunities. In response to how the findings revealed the far‐reaching influence of the teacher, this article introduces a model illustrating the intersection of two key components of teaching style: teacher beliefs and positioning of transnational funds of knowledge. Four teacher profiles represent four stances: The Culturally Responsive Teacher, The Wide Net, The Silencer, and The Idealist.

The Impact of Educational Beliefs on Work Engagement Among Private College Teachers in China: An Empirical Study

The Impact of Educational Beliefs on Work Engagement Among Private College Teachers in China: An Empirical Study

Investigating Islamic Religious Education Teacher Beliefs Toward Multimedia Learning

<p><em>Teachers' beliefs regarding multimedia learning are essential. This study aims to explore teachers' beliefs about multimedia learning in Islamic Religious Education (PAI) at Senior High School in Palangka Raya, Central Kalimantan, Indonesia. This research employed the mix-method QUAN-QUAL, the exploratory sequential design. Nine teachers were involved based on a purposive sampling technique. Twenty-three questionnaire items were constructed to collect the quantitative data. An interview guide was used to collect the qualitative data. The quantitative data was collected through a cross-sectional survey, and the qualitative data was collected through a semi-structured interview. The SPSS version 26 was utilized to analyze the quantitative. Moreover, thematic or coding analysis was used to analyze qualitative data. Multimedia learning was shown to have excellent potential to improve students' learning experiences. With proper implementation and adequate support, multimedia learning could effectively improve the quality of Islamic Religious Education. However, some challenges must be faced to achieve optimal learning outcomes. </em></p>

Writing in the discipline of education: beliefs of future teachers regarding their academic literacy

Writing in the discipline of education: beliefs of future teachers regarding their academic literacy