You are here

Home » Content

ANALYZING PRE-SERVICE ELEMENTARY TEACHERS’ PEDAGOGICAL BELIEFS

Journal Name:

  • International Journal on New Trends in Education and Their Implications

Publication Year:

  • 2012

Key Words:

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The major aim of the study was to reveal prospective elementary teachers’ pedagogical beliefs. The following research questions were addressed in the study: “What are prospective elementary teachers’ teaching beliefs?” and “Do their teaching beliefs differ based on their gender?. Data were gathered by using the adopted version of Teacher Beliefs Survey developed by Benjamin (2003). The instrument assessed traditional and constructivist view of teaching with a number of 18 items. It was distributed to 234 fourth-grade Prospective Elementary Classroom Teachers. The participants were categorized by using cluster analyze based on their pedagogical beliefs. The analysis results showed that majority of the participants hold constructivist teaching belief whereas remaining presented traditional and pragmatic views. Non parametric statistic test was conducted whether the participants’ teaching beliefs differed based on gender. Chi square analysis showed significant difference between gender and teaching beliefs of the participants.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-analyzing-pre-service-elementary-teachers-pedagogical-beliefs.pdf
  • 1
95-101
  • English

REFERENCES

References: 

Benjamin, J. (2003). Revision and validation of the revised teacher beliefs survey. Paper presented at the
Annual Meeting of the American educational research association (Chicago, IL, April 21-25, 2003)
Fraley, C. & Raftery, A.E. (1998). How many clusters? Which clustering methods? Answers via model-based
cluster analysis. Computer Journal, 41, 578-588.
Garson, G. D. (2010). Cluster Analysis Accessed
02.03.2011.
Hart, L. C. (2004). Beliefs and perspectives of first-year, alternative preparation, elementary teachers in urban
classrooms. School Science & Mathematics, 104(2), 79–88.
Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational
beliefs on the classroom use of computers. Computers & Education 51 1499–1509.
Minor, L., C., Onwuegbuzie, A. J., Witcher, A. & James, T.,J. (2002). Preservice Teachers’ Educational Beliefs and
Their Perceptions of Characteristics of Effective Teachers. The Journal of Educational Research. 96( 2) 116-127.

Morton, M. L., Williams, N. L., & Brindley, R. (2006). Colliding cultures: Career switchers transition to
elementary school classrooms. Action in Teacher Education, 28(10), 40–50.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of
Educational Research, 62(3), 307–332.
Parker , A., & Brindley, R. (2008). Exploring Graduate Elementary Education Preservice Teachers’ Initial
Teaching Beliefs. The Professional Educator. 32, (. 2).
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T.T. Buttery,& E. Guyton
(Eds.), Handbook of Research on Teacher Education (Second edition). (pp.102-119). New York: Macmillan.

Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, CA:
Jossey-Bass.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2009).Investigating teachers’ educational beliefs in Chinese
primary schools: socioeconomic and geographical perspectives. Asia-Pacific Journal of Teacher Education. 37(
4) 363–377.
Tabachnick, B. G., and Fidell, L. S. (2001). Using multivariate statistics. Needham Heights, MA: Allyn and Bacon.
Witcher, A. , Onwuegbuzie, A.,J. (1999). Characteristics of Effective Teachers: Perceptions of Preservice
Teachers. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Point
Clear, AL, November 17- 19, 1999).

Thank you for copying data from http://www.arastirmax.com