Teacher Beliefs Research Articles

Policy and practice in L2 classroom assessment: policy implementation at a state high school in Türkiye

ABSTRACT This study investigates how the explicit policies set for assessing English achievement in the instructional policy documents come to life at a particular program of a state high school. Junior-year students and their English-as-a-foreign-language teachers were the participants. Data were gathered through field notes, observations, interviews, and documents. Findings suggested a discrepancy between policy and practice in assessing English achievement. Instructional policy documents created at different layers of the policy conveyed a mixture of traditional and performance-based assessment types as the leading features of the intended assessment. However, the field data demonstrated that though principles of intended assessment were achieved to a degree, features of traditional assessment dominated classroom assessment practices. Several contextual factors ranging from teacher beliefs to top-down policy implementation were found influential in the realisation of the policy. The study presents implications for instructional policymaking, language classroom assessment, and in-service training for language teachers.

Exploring the impact of blended learning instruction on preservice teachers' self-efficacy beliefs in organizing educational field trips to out-of-school learning environment

Abstract The integration of the flipped classroom model, self-efficacy theory, and the value of out-of-school learning environments forms the foundation for this study. By employing the flipped classroom model, preservice teachers can develop their instructional skills and build self-efficacy in organizing educational field trips. The active, student-centered learning experiences facilitated by the flipped classroom model can enhance preservice teachers' self-efficacy beliefs, preparing them to effectively utilize out-of-school learning environments in their future teaching careers. This study aims to explore the impact of the flipped classroom model on preservice teachers’ self-efficacy beliefs, specifically in the context of organizing and conducting educational field trips. By understanding the theoretical underpinnings and practical implications, the study seeks to contribute to the development of effective teacher education practices that promote innovative and confident teaching professionals. The study’s participants were 57 preservice teachers in the science teacher education program. It was undertaken employing a sequential, explanatory mixed-methods study. The preservice teachers in the experimental group were educated using the flipped classroom model, while the control group was instructed through the conventional classroom model. The “Self-Efficacy Belief Scale for Organizing Educational Field Trips to Out-of-School Environments” and a semi-structured interview form were used to gather data. Results indicate that the flipped classroom implemented in the course has positive effect on the self-efficacy beliefs of preservice teachers towards organizing trips to out of school learning environments. Furthermore, it was concluded that the use of this model was encouraging for pre-service teachers to use it in their teaching professions.

Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy

Although the importance of teacher feedback literacy in enhancing student feedback literacy is recognized, the influence of teacher beliefs on teacher feedback literacy at the classroom level remains uncertain. This study aimed to address this issue by examining twenty-two educators’ beliefs in Hong Kong universities. Data were collected through semi-structured interviews and reflective journals. Thematic analysis revealed four distinct patterns of teacher beliefs: knowledge-oriented, social learning, relationship-building, and technology-mediated feedback beliefs. Teachers with a knowledge-oriented approach position themselves as authoritative figures, emphasizing their expertise and focusing on evaluating students’ performance based on assessment criteria. Those endorsing social learning feedback beliefs highlight the collaborative efforts of peers in enhancing feedback literacy through discussions and reviews. Educators with relationship-building feedback beliefs prioritize supportive interpersonal relationships to alleviate learner anxiety through teacher–student conferences. Lastly, teachers with technology-mediated feedback beliefs leverage technology for efficient feedback exchanges and promote AI tools for evaluating student drafts. While these belief patterns are distinct, each participant holds at least two feedback belief patterns, prioritizing one set over the others. The implications of these findings for teacher development in feedback literacy are discussed.

한 교사의 소규모 학급 운영 경험에 대한 내러티브 연구

Objectives The purpose of this study was to explore the experiences of a homeroom teacher managing a small class and to understand the significance of these experiences, in order to draw implications for policies related to small classes and teachers. Methods To achieve this, a narrative study was conducted on Teacher Hyunseo Lee (pseudonym), who is a homeroom teacher of a class consisting of six students at Wonyeong Elementary School (pseudonym), a small school located on the rural-urban boundary. Results Teacher Hyunseo Lee initially expected that the small class size would allow her to operate the curriculum according to her educational beliefs. However, she faced difficulties due to the panoptic-like surveillance system of the school, which required her to manage numerous administrative tasks and class management on her own. Additionally, she encountered challenges related to the contextual characteristics of small classes in the process of guiding students' behavior and learning. Nevertheless, the small class size, which allowed for flexible use of classroom space, enabled her to partially realize her educational beliefs during everyday lessons, leading to the educational growth of her students. Through this process, she found a sense of fulfillment as a teacher and developed a positive view of her profession. Conclusions Teacher Hyunseo Lee's experience in managing a small class provided her with an opportunity to reflect on her existential meaning as a teacher and confirmed the value of small classes for effective learning and behavior guidance. Based on these experiences, implications for small class and teacher policies were suggested.

Gambaran Pembelajaran Berbasis Developmentally Appropriate Practice (DAP) di SMK Negeri 1 Semarang

Students are people who try to develop themselves through the educational process. In the future, they will be the nation's next generation who will run the government as leaders. So the main focus of teaching in the classroom should be to help students develop and learn according to their development. The aim of this research is to provide an overview of Developmentally Appropriate Practices (DAP) based learning at SMK Negeri 1 Semarang. To describe the learning, 2 indicators are used, namely the teacher's beliefs about students and learning practices in the classroom. The research method uses a case study that focuses on class X Vocational School with the class teacher as the subject. The instruments used were questionnaires, interview guides, checklist sheets and observation sheets related to DAP-based classroom activities. The results found a compatibility between teachers' beliefs about students and the DAP principles, namely commonality, individuality, context. However, in practice, teachers are not yet optimal in implementing DAP in the learning process. Suggestions for teachers are that efforts are needed to improve professional competence so that knowledge about the characteristics of child development, teaching approaches or methods that are appropriate to the context, etc. Suggestions for schools to provide adequate facilities for both teachers and students, provide guidance for and also activate their role as supervisors in schools.

MATTEO RICCI’S UNDERTAKINGS IN CULTURAL DIPLOMACY: STRATEGIC MISSIOLOGIST, SCIENTIFIC APOSTLE, AND FRIEND

The present reflective notes on Matteo Ricci’s cultural and scientific posterity in China stress more upon the role of Ricci as a genuine cultural diplomat than as a militant figure of Catholic missiology in China. Regardless of Ricci’s own intentions and sometimes probably against his will, the acknowledgement of his prominent undertakings in cultural diplomacy as a friendly mate, strategic missiologist and scientific apostle prevails over widespread interpretations of his compromising accommodationism and opportunistic syncretism. In other words, depicting Ricci as an outstanding cultural diplomat could stand as an alternative reading of sweeping apperceptions regarding the overall Jesuit mentality associated with political conspiracies, intransigence and lust. A plausible alternative reading inspired by Ricci’s own life and deeds aptly reveals that (at least) some Jesuit missionaries and defenders of the Christian Catholic faith took a pious posture in their daily lives, and shared unrelentless beliefs in reason, erudition, education and rhetoric excellence. Reading Ricci through such lenses would not only do justice to his posterity but would also elevate his personality to the forefront of early modern cultural diplomacy.

TEACHERS' BELIEFS AND CONSTRAINTS IN ADOPTING LEARNER-CENTERED PEDAGOGY; AN ANALYSIS OF TEACHER-CENTERED METHODS IN TANZANIAN TEACHER TRAINING COLLEGES

Modern teaching prioritizes student-centered learning, yet teacher-centered methods (TCM) still exist in many contexts, including Tanzanian colleges. This study investigates the factors that motivate the continued use of TCM in selected teacher training institutions in Tanzania. Using a quantitative approach, data were collected from 150 college teachers through structured questionnaires, analyzed with the Relative Importance Index (RII) to rank the motivational factors. The research findings reveal three main factors driving the use of TCM, which consist of teachers' belief in its effectiveness, poor student cooperation perception, and low student learning ability. Additional but less significant factors include class size, resource limitations, and standardized testing demands. This study concludes that deeply rooted teacher beliefs and contextual classroom challenges reinforce the use of TCM, despite policy changes advocating for student-centered methods. (LCM). This study recommends enhancing teacher training programs that focus on fostering student engagement and addressing student ability perceptions to align teaching practices with modern educational goals.

MULTILINGUAL EDUCATION IN LIFE SCIENCES: TEACHERS' AND LEARNERS' BELIEFS ABOUT CODE-SWITCHING

In South Africa, where multilingualism is prevalent, code-switching—a practice of alternating between languages—plays a significant role in shaping classroom dynamics and learning outcomes. This study explores the beliefs of both teachers and learners regarding code-switching in Life Sciences classrooms. Utilizing quantitative methods, the research is grounded in the Cognitive Academic Language Proficiency (CALP) framework which emphasizes the pivotal role of language in the learning process. Data were collected from 100 learners and 44 secondary school teachers across multilingual areas in Sedibeng West, Gauteng Province in South Africa, using questionnaires. The findings reveal that teachers view code-switching as an effective strategy for clarifying complex scientific concepts and addressing language barriers, despite concerns about its potential impact on language proficiency and dependency. Learners, on the other hand, value code-switching for its role in making learning material more accessible and understandable. This study highlights the nuanced role of code-switching in enhancing educational outcomes in multilingual settings and suggests its potential benefits and challenges in the context of Life Sciences education. Keywords: cognitive academic language proficiency, code-switching, learner beliefs, multilingual education, teacher beliefs

Teacher characteristics as predictors of self-regulated learning encouragement

The aim of the research was to examine the predictors of teachers’ encouragement of Self-Regulated Learning (SRL), specifically focusing on the independent contribution of various teacher characteristics. These characteristics include: a) sociodemographic factors (gender, age), b) teacher beliefs, teaching approaches, and teaching efficacy, c) personality traits, d) type of school where the teacher works, school subject’s field of study and subject status, and e) the quality of teacher interactions in explaining teachers’ perceptions of SRL encouragement. The research was conducted on a sample of 251 teachers from primary and secondary schools using an online questionnaire. The results indicated that teacher characteristics (gender, age, teacher beliefs, teaching approaches, teaching efficacy, personality traits, subject’s field and subject status, and teacher behaviours) were related to SRL encouragement. This set of variables explained a moderate to relatively high proportion of the criterion variance (28% - 52%), with the most significant contributors being teacher beliefs, gender and age, personality traits, subject’s field of study and subject status, and teacher interactions, respectively. A mastery-oriented approach to teaching emerged as the most significant predictor of encouraging SRL. The encouragement of self-regulated learning is influenced by several factors, including the perception of teaching and learning as a process of empowerment, a mastery-oriented approach, higher teacher self-efficacy, female gender, older age, agreeableness, conscientiousness, intellect, subject’s positioning within the humanistic and social fields, optional subjects, and greater teacher helpfulness and friendliness. This research holds significant theoretical and practical implications for teacher encouragement of self-regulated learning.

Exploring Pre-Service Teachers’ Beliefs and Experiences during Emergency Remote Teaching

Little is known about pre-service teachers' (PSTs) content-specific pedagogical beliefs and what causes alignment or misalignment, particularly when it comes to technology integration in emergency remote teaching (ERT). This study looked at the use of technology in teaching practice, content-specific pedagogical views held by PSTs, and the factors influencing these beliefs. The study employed multiple case studies with fifteen PSTs from Indonesian teacher education programs and employed a variety of instruments, including a questionnaire, a teacher belief inventory, a checklist for observations, an interview, and artifacts. The study highlights several crucial findings. First, the PSTs exhibit distinct belief orientations toward their teaching activities. Second, the findings show both alignment and misalignment between EFL content-specific pedagogical beliefs and technological integration, which is driven by three major socio-cultural belief changes. Furthermore, alignment and misalignment were attributed to internal and external causes, as evidenced by the PSTs' technology-supported content-specific pedagogical attitudes and practices during Emergency Remote Teaching (ERT). Due to its importance in teacher development, this study suggests that a greater understanding of the dynamic shift in pre-service teachers' content-specific pedagogical views is required. In a nutshell, this study endorses the alignment and misalignment of pre-service teachers' experiences and content-specific pedagogical beliefs as positive elements in teacher preparation during ERT situations.

Autonomy Supportive Teaching Behaviors: Perceptions of Teachers in Special, General, Gifted, and Bilingual Education Settings

ABSTRACT Autonomy is a major predictor of post-secondary education, social-emotional well-being, and positive life outcomes. Autonomy-supportive learning environments are crucial for increasing students’ behavioral, emotional, and cognitive engagement as well as preparing students for successful post-secondary outcomes. The direct teaching of autonomous learner skills is not part of the general or special education curricula. Teacher beliefs and perceptions are associated with the level of autonomy-supportive practices put forth in the classroom. Therefore, the purpose of this study is to examine the direct and indirect effects of teachers’ perceptions concerning the importance of autonomy-supportive teaching, their capacity to execute autonomy-supportive teaching behaviors, and their perceptions of their student’s ability to engage in autonomous behaviors on teachers’ self-reported implementation of autonomy-supportive teaching behaviors. This study examined teachers’ perceptions in general, special, gifted, and bilingual education settings. Results indicate that teacher beliefs and perceptions are significant antecedents of employing autonomy-supportive teaching behaviors.

Factors measuring the readiness of teacher educators’ to use web 2.0 technologies

Web 2.0 has opened many opportunities and avenues in education, especially in tertiary education. The open nature of Web 2.0 has enabled teachers and students to access, share, collaborate, and communicate knowledge around the world with just one click. Web 2.0 tools have been frequently used in teacher education in session planning and designing strategies for the teaching–learning process. Pakistan's public and private sector universities offer teacher education programs. Due to the significant influence of Web 2.0 technologies, there have been a rising number of studies on the use, effects, and perceptions of Web 2.0 technologies in education. However, there was a need for study in the Pakistani scenario, which could uncover teacher educators' practices regarding the use of Web 2.0. To better understand the factors that influence teacher educators’ decisions to adopt Web 2.0 technologies. This study used the Decomposed Theory of Planned Behavior (DTPB) framework aimed to unwind teacher educators' behaviors and practices for Web 2.0 technology usage. The research design of this study was exploratory with a quantitative approach. The data was collected through an adopted DTPB scale-based survey questionnaire that provided a snapshot of the behaviors, attitudes, opinions, and beliefs of teacher educators. The population of the study was comprised of teacher educators of the teacher education departments from public and private sector universities of Sindh province in Pakistan. From both sectors, a total of 156 subjects were targeted for data collection, out of which 73 participants responded. This research uses descriptive analysis and inferential analysis to establish the overall tendency of responses from individual teacher educators and to note how this tendency varies among both sectors. Based on the findings, the results depict how a large population views the usage of Web 2.0 technologies in the teaching–learning process and the diversity of both sectors.

The Impact of Teacher Beliefs on Teaching Practices in Environmental Issues: The Expectations of Vietnamese Elementary Teachers in the New Curriculum

The Impact of Teacher Beliefs on Teaching Practices in Environmental Issues: The Expectations of Vietnamese Elementary Teachers in the New Curriculum

AGENCY AT WORK: A METAPHOR ANALYSIS OF LESSON PLANNING AMONG ENGLISH LANGUAGE TEACHERS IN THE PHILIPPINES

Lesson planning is a core skill teachers need to develop in implementing lessons effectively in the classroom. While metaphor research has been used in a range of contexts including in teacher education, metaphors associated with lesson planning among teachers in developing regions in the world remain underrepresented. Due to the importance of lesson planning in the implementation of the curriculum, investigating metaphors of lesson planning provides helpful insights on the beliefs of teachers in classroom practice resulting in effective instruction. This investigation sought to identify the metaphors Filipino teachers associate with lesson planning and their connections to teacher agency. This study, which is part of a larger investigation, examined metaphors from 73 English Language teacher-respondents in professional development workshops. The metaphorical conceptualization process employed in analyzing the data consists of three phases (1) validating and coding data, (2) summarizing and representing codes, and (3) identifying and describing categories. Results reveal eleven distinct conceptual categories, including perceptions of lesson planning as a project-like endeavor, an act of molding, and a form of creative expression, all of which highlight teacher agency in the teaching-learning process. These suggest that teachers take different roles in lesson planning depending on the nature of the subject matter, conditions they face in their work contexts, and their beliefs about teaching and learning. However, some teachers perceive lesson planning as routine and question its purpose, which poses challenges in designing effective professional development programs tailored to their needs.

Conceptualizing English Teacher Identity In Pesantren Based School

This study aims to explore how English teachers at Pondok Pesantren Nurul Jadid conceptualize their professional identity within the unique context of a pesantren-based Islamic school. Employing a survey research method, this investigation gathers data from junior high school English teachers to understand their perceptions and experiences in shaping their teacher identities. The research seeks to delve into the multifaceted nature of teacher identity, considering the interplay of religious values, pedagogical approaches, and the cultural environment of the pesantren. By examining these dimensions, the study aims to uncover how these educators balance their roles as language instructors and moral guides, integrating Islamic teachings with their professional responsibilities. The findings described the interconnectedness of Future Perspective, Teacher Belief, Career Perception, and Self-Efficacy plays a critical role in shaping teacher professional identity. A positive outlook on these aspects encourages teachers to remain committed, resilient, and engaged in their profession. Professional development programs tailored to enhance teacher skills and confidence, along with mentorship opportunities, are essential in reinforcing a strong professional identity. Furthermore, educational policies that prioritize fair compensation, job security, and access to resources create a supportive environment where teachers can thrive. By addressing both internal and external factors that influence professional identity, educational leaders can ensure that teachers feel valued and empowered, ultimately leading to improved job satisfaction, retention, and student outcomes. A focus on these key areas is vital for sustaining a motivated and effective teaching workforce.

The cognitive beliefs of mathematics teachers about gifted students and its relation to their cognitive beliefs to learn and teach mathematics

The aim of this research was to identify mathematics teachers’ cognitive beliefs about gifted students (MTCBGS), mathematics teachers’ cognitive beliefs about learning and teaching mathematics (MTCBLTM), and the relationship between these beliefs. To achieve this, a scale of cognitive beliefs about gifted students among teachers was developed along with a scale of cognitive beliefs for learning and teaching mathematics. The tools were administered to 131 male and female mathematics teachers at different levels in the Eastern Province of the Kingdom of Saudi Arabia during the academic year 2024. The results revealed that levels of both MTCBGS and MTCBLTM were high. In addition, there was a statistically significant relationship between MTCBGS and MTCBLTM, as well as a statistically significant difference in MTCBGS between teachers with high MTCBLTM and teachers with low MTCBLTM. In view of the results, the researchers recommend building training programs for mathematics teachers according to MTCBGS and MTCBLTM and measuring their effectiveness, as well as spreading awareness about gifted students and teaching mathematics according to constructivist theory.

What does it mean to be(come) a professional bilingual education teacher?

ABSTRACT Due to the dual focus of content and language integrated learning on both content and language, bilingual teaching requires a profound level of teacher professionalism. This mixed-methods study aims to capture the beliefs of trainee teachers and educators regarding professional (bilingual education) teachers within the framework of teachers’ professional competence models. We analysed data from a questionnaire (n = 32) and interviews (n = 11) with teacher educators and trainee teachers involved in bilingual training programmes for secondary education in Germany. The findings emphasise the importance of high motivation, additional pedagogical/psychological knowledge, internationally oriented content knowledge and high language proficiency. These results yield important implications for bilingual teacher training.

Pre-service English teachers’ beliefs about implementing digital multimodal composing in a teaching practicum context

PurposeDigital multimodal composing (DMC) has received considerable attention in English as a Foreign Language (EFL) classrooms. While empirical studies on DMC have been widely conducted, there is a scarcity of research specifically examining the experience of pre-service English teachers in employing DMC during their teaching practicum. They might be familiar with DMC concepts, yet their beliefs about implementing DMC-mediated language teaching in classroom settings is worth further investigation. To fill this gap, this study aims to investigate the perspectives of three pre-service English teachers on DMC-mediated language teaching during their teaching practicum program.Design/methodology/approachThis study employed a case study design and was conducted in a state Islamic university in East Java Province, Indonesia. A semi-structured interview was conducted with three pre-service English teachers to collect data about the beliefs of pre-service English teachers in implementing DMC in their teaching practicum. Data were analyzed through thematic analysis.FindingsFrom the analysis, the study unveils three important findings: (1) pre-service teachers' awareness of implementing DMC in English classrooms, (2) pre-service teachers' pedagogical preference for DMC projects and (3) pre-service teachers' perceived challenges in teaching through DMC.Originality/valueThe study suggests that equipping pre-service teachers with adequate pedagogical competence in DMC will enhance their capacity for technological pedagogical and content knowledge (TPACK).

Developing Teachers’ Disciplinary Knowledge for High School STEM Integration: A Review of a Decade of Educational Research

Increasing calls for greater STEM-integrated experiences in K–12 education have spawned numerous studies on teacher beliefs, educational goals, and practices for teaching and learning. However, how the field proposes to support the development of teachers’ STEM-integrated disciplinary knowledge appears to be underresearched. In this systematic review, we analyzed 110 articles to determine (a) in what ways has the literature focused on teacher learning, (b) to what extent the literature addressed the development of teachers’ STEM-integrated disciplinary knowledge, and (c) to what extent the literature identified mechanisms for developing teachers’ STEM-integrated disciplinary knowledge. Results reveal needs that include, among others, more studies focused on developing teacher disciplinary knowledge; studies that differentiate teacher needs at different grade levels; studies that differentiate mechanisms aimed at developing teachers’ pedagogical knowledge, pedagogical content knowledge, and disciplinary knowledge; and studies that explicitly examine the mechanisms being used to support the development of teachers’ STEM-integrated disciplinary knowledge.

The Incongruence of Teacher Beliefs and Practices

The Incongruence of Teacher Beliefs and Practices