...3.2.1 NESTs and non-NESTs’ Beliefs about Lesson Plan in Team Teaching According to current finding, NESTs and non-NESTs believed that it is important to prepare lesson plan before teaching due to the function of lesson plan in guiding them focus on lesson and making them work effectively. In preparing it, non-NESTs are responsible to write the formal lesson plan since it also functioned as administration requirement to school. They specifically stated that lesson plan in team teaching should be detailed in distribution of duties between team members (teaching procedure/ activities). Compared to the previous findings, the result of the current finding is different from the previous findings by Luo (2006) and Tsai (2007) in Taiwan. Luo (2006)...
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...Teacher efficacy has been defined as teachers' "beliefs in their ability to have a positive effect on student learning" (Ashton, 1985; p. 142). Teachers with higher teaching efficacy find teaching meaningful and rewarding, expect students to be successful, assess themselves when students fail, set goals and establish strategies for achieving those goals, have positive attitudes about themselves and students, have a feeling of being in control, and share their goals with students (Ashton, 1985). Gibson & Dembo (1984) mentioned that teachers with high efficacy devote more class time to academic activities and focus less on discipline as a prerequisite to student learning. Woolfolk and Hoy (1990) stated that teacher efficacy is considered as one of the few teacher characteristics that consistently relates to teaching and learning. Studies on teacher efficacy suggested that pre-service teachers in different countries have varying degrees of beliefs about themselves to be effective in teaching (Campbell, 1996; Gorrell & Hwang, 1995; Yeung & Watkins, 2000; Cakiroglu, 2003). Lin & Gorrell (2000) stated that the concept of teacher efficacy might be culturally oriented and must be carefully examined when applied to teachers in different countries. In a research study, Cakiroglu (2003) found out that Turkish pre-service teachers had significantly higher mathematics teaching outcome expectancy beliefs than that of American pre-service-teachers and he noted that gender was not a factor explaining...
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...Critical Reflections on Teaching What is reflective teaching? Reflection defined | |[pic]|recognising |[pi| | | | |+ |c] | | |Reflection means | |examining | |the way we teach. | | | |+ | | | | | |ruminating over | | | This involves more than just describing what we do or what we have done. As individuals, each with our own background and experience, we bring certain beliefs, assumptions, knowledge, attitudes and values to teaching. Our teaching takes place in a social setting that has its own unique characteristics, opportunities and constraints. Reflective teaching means exploring the implications of all these complex factors with the intention of understanding and improving our practice. A good place to start is by considering our own pasts, as learners and teachers and reflecting on the beliefs, knowledge and values that we have developed from our experiences. Levels of reflection In a sense, we reflect constantly as we teach, responding to ongoing situations in the classroom as they arise. This is sometimes called reflection-in-action. Reflection-in-action usually happens very fast, perhaps even intuitively...
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...framework. Bandura (1997: p. 3) explains that self-efficacy beliefs as “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments”. Furthermore, sense of self-efficacy has closely related to self-perception of proficiency instead of factual degree of proficiency (Bandura, 1997). In generally, individuals are commonly overestimated or underestimated their factual abilities and these estimations...
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...HOW TEACHERS DEVELOP SELF-EFFICACY BELIEFS THE CONTEXT AND MEASUREMENT OF TEACHER EFFICACY HOW TEACHER EFFICACY AFFECTS CLASSROOM LEARNING IMPLICATIONS FOR TEACHERS The concept of self-efficacy was pioneered by Albert Bandura (1925–) who characterized self-efficacy as the extent to which individuals believe they can organize and execute actions necessary to bring about a desired outcome. Self-efficacy is fundamentally concerned with the execution of control rather than the outcome action produces. In 1984, Patricia Ashton (1946–) published a groundbreaking study that fundamentally expanded the concept of efficacy to include the extent to which teachers feel confident they are capable of bringing about learning outcomes. Ashton identified two dimensions of teaching efficacy: general, the extent to which a teacher believes her students can learn material; and personal, the extent to which a teacher believes her students can learn under her instruction. Ashton argued that teachers' beliefs Figure 1ILLUSTRATION BY GGS INFORMATION SERVICES. CENGAGE LEARNING, GALE. about their ability to bring about outcomes in their classrooms, and their confidence in teaching in general, play a central role in their abilities to effectively serve their students. Since then, studies of teaching efficacy and its inclusion in studies of teacher effectiveness have grown exponentially. Subsequent understandings of teaching efficacy have refined Ashton's understanding of personal efficacy. In a...
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...my beliefs about teaching, students’ abilities, knowledge and my philosophy on education. Teaching is approached different from each teacher to the teacher. I have the belief that every student need to be encourage so they can be something positive in life. My personal philosophy of education and all five philosophies could use in the classroom depending on the environment of the classroom. In my philosophy inventory I scored being a perennialism thinking in my approach about educating students, that the gives the human side of the science and focuses on personal development. EDUCATIONAL PHILOSOPHY 3 Educational Philosophy The belief about teaching is various from teacher to teacher. It has been long understood of that some beliefs are more important than others to educators. Since teaching beliefs are products personal beliefs and values of knowledge, society, education and politics, it is very hard to set apart from their life beliefs. Lucas (2002) stated, “Belief change during adulthood is relatively rare phenomenon the most common cause being a conversion from the authority to another on a shift. Individual tends to hold on beliefs based on incorrect or incomplete knowledge even after scientifically correct Explanations are prescribed to them.” The belief of students is everyone can succeed. I believe if you have lower expectations of your students it would diminish their opportunity. The lower expectations are unlikely the cultured beliefs about...
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...personal philosophy of teaching, when in fact l have no real teaching or facilitation experience. I have been in leadership roles before while sitting on committees and coached youth sporting teams. That being said, this process forces me to examine my own beliefs, intentions and actions as it relates to teaching. This paper will act as a guiding tool to help me develop my particular philosophy of teaching and how l foresee myself when l do encounter the classroom setting. I will present an overview of my results from the Teaching Perspective Inventory (TPI) and relate that to my own beliefs, intentions and actions. SUMMARY This paper will examine my personal philosophy of teaching, along with the results from Pratt’s Teaching Perspectives Inventory. PHILOSOPHY Pratt’s developmental perspective on teaching tries to conceptualize what it means to teach. “A perspective on teaching is an interrelated set of beliefs and intentions that gives direction and justification to our action. It is a lens through which we view teaching and learning” (Pratt, 2002, p. 5). “Perspectives are neither good nor bad. They are simply philosophical orientations to knowledge, learning and the role and responsibility of being a teacher” (Pratt, 2002, p. 14). I don’t know that l could summarize my philosophy into a few short sentences. My philosophy is an all-encompassing set of beliefs and intentions that l want to accomplish to help my students learn. Beliefs Stephen Brookfield...
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...Unsuccessful Education Beliefs Many powerful authority believed that they can decide on what sorts of things taught in public school. Few education issues have started controversy and debate about teaching of evolution. School boards have been forced to address concerns about good science education as well as conflicting claims about constitutional limitations but a new approach to teaching about evolution has been developed to meet the test of good science and satisfy the courts’ standards of constitutionality. In this case, several people concerns about strong challenges that gets through the society about anti-evolution that it can affect the religious or anti-religious beliefs of a dominant group. The United State Supreme Court precedents that the Constitution permits both the teaching of evolution as well as the teaching of scientific criticisms of prevailing scientific theories. The court focused on Arkansas statute that prohibiting the teaching of human evolution in public schools and universities, no teacher was permitted "to teach the theory or doctrine that mankind ascended or descended from a lower order of animals," or "to adopt or use in any such institution a textbook that teaches.” (Fortas, par 2) This explains the statute was an adaptation of the law at the center of the “Scopes monkey trial” in Tennessee. The Tennessee Supreme Court allowed the state to continue to prohibit the teaching of evolution. The case involved the teaching of biology in Little high...
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...Personal Educational Philosophy One’s personal educational philosophy reflects one’s beliefs about instruction and curriculum. Those beliefs are the result of personal preference, level of training, and individual understandings about how children learn. Additionally, the teaching environment influences one’s philosophy; there are certain non-negotiable aspects of both curriculum and instruction that are under the control of district, state and federal administrations. My own philosophy is no different, my beliefs and understandings have grown and changed as I gained experience. Certain requirements of my school and public schools in general have affected my philosophy; I have adapted and modified for what is, to make my philosophy compatible with reality. The results of my philosophy assessment, as seen on the chart below, did not surprise me. My beliefs fit into pattern four (Wiles, Bondi, & Sowell, 2002) which in my case is an inverted “U” shape. That I appear to have strong beliefs in different systems is consistent with my own understandings of philosophy. Perennialism is the weakest strand of my philosophy, closely followed by idealism, which suggests that I do not agree with highly structured teacher directed learning. Interestingly, my beliefs regarding realism and existentialism nearly equally flank my strongest beliefs which fall into the experimentalism category. Since I view experimentalism as a combination of realism and existentialism, the pattern seems to...
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...certain beliefs about teaching. One assumption about teaching is that learning is an individual process, and one-sided. This assumption considers learning to be one-sided because either the teacher is active and the students are passive, or the students are active and the teacher is passive (Sewell, 2011). With this belief teachers and students are not active together to explore ideas and deepen comprehension (Sewell, 2011). Another belief about teaching that keeps some teachers from using dialogic strategies is the traditional recitation-style discourse (Webb, 2009). With this style teachers ask students questions and evaluate their responses. This is a monologic approach to discussion. These styles if teaching place limits on student discourse by often asking low-level questions that require fact recall (Webb, 2009). Studies support the use of dialogic teaching. Dialogic teaching allows talk...
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...dula Friday, May 27, 2011 THE BELIEFS AND ATTITUDES OF THE SELECTED FOURTH YEAR HIGH SCHOOLSTUDENTS OF SAN AGUSTIN INSTITUTE OF TECHNOLOGYTOWARDS FILIPINO SUBJECT THE BELIEFS AND ATTITUDES OF THE SELECTED FOURTH YEAR HIGH SCHOOLSTUDENTS OF SAN AGUSTIN INSTITUTE OF TECHNOLOGYTOWARDS FILIPINO SUBJECT MA. CLEOFE P. MANEGDEG ROBERTMEL BOY P. SIA JOANNE V. CAPURAS AN UNDERGRADUATE THESIS SUBMITTED TO THE EDUCATION DEPARTMENT OF SAN AGUSTIN INSTITUTE OF TECHNOLOGY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE BACHELOR IN SECONDARY EDUCATION (MAJOR IN FILIPINO) San Agustin Institute of Technology Valencia City APPROVAL SHEET An undergraduate thesis here to entitle: “THE BELIEFS AND ATTITUDES OF THE SELECTED FOUTH YEAR HIGH SCHOOL STUDENTS OF SAN AGUSTIN INSTITUTE OF TECHNOLOGY TOWARDS FILIPINO SUBJECT. For the school year 2010 – 2011; prepared and submitted by ROBERTMEL BOY P. SIA, JOANNE V. CAPURAS AND MA. CLEOFE P. MANEGDEG in partial fulfillment of the requirement leading to the degree of Bachelor in Secondary Education major in Filipino is hereby accepted. AIDA C. SELESCIOS, Ph.D. Researcher Adviser MARLON FRIAS MS AMS ______________________ Thesis Adviser Date Signed VIRGINIA S. ARCALLANA, MAED______________________ Member, thesis Committee Date Signed ANALEE P. GARCIA ______________________ Member, thesis Committee Date Signed Accepted in partial fulfillment of the requirements leading to the degree of bachelor in Secondary Education major...
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...Muslims and Christians view peace it is imperative to understand the source of the teachings for each religion. The principles teachings of peace for Both Christianity and Islam are primarily found in the sacred texts of both religious traditions. Christianity looks to the bible and specifically the New Testament for teachings about peace, whereas Islam focuses’ on the Qur’an and Hadith to guide their beliefs of peace. These sacred texts guide the individual adherents of each religion to achieving inner peace which consequently develops their understanding to take responsibility to achieve peace with those around them, leading to ‘world peace’. An understanding of the Christian belief of peace is gained through a knowledge of the importance of the life of Jesus Christ in the beliefs of adherents. Peace is believed to be at the heart of Jesus' life and ministry and accordingly it is a foundational element of the Christian communities that seek to follow him. In order for Christians to experience the peace of God they must devote themselves to listening to the good news of God revealed through the Bible and commit themselves to following the example of Jesus in his life and ministry. This brings with it a requirement of prayer and contemplation, of communal life and celebration and of commitment to the welfare of others and to the wider community. An example of this belief is seen in Jesus’ teachings found in the New Testament when Jesus told his followers “blessed are the peacemakers...
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...get an insight it the major beliefs surrounding religion on planet earth and how followers attach various meaning to these beliefs. In order to get an insight into the nature of religion, the paper looks at the various religions and their spatial distribution, common beliefs and the meaning or function attached by the followers to these religions. Different religions are practiced on planet earth and whilst some of them are universal in regard to spatial settings, others are only found in some specific geographical regions. For example, Christianity is one of the major religions found on earth and is based on the teachings of Christ Jesus who according to the beliefs of Christians was the son of God. In essence, God is seen as the supernatural being behind each and every aspect of the universe. Islamic is also another major religion that though differing with Christianity on some major beliefs also holds that there is a supernatural being known as Allah. As opposed to Christ, Muslims as the followers of this religion are known believe that Allah sent his prophet Mohammed to come and teach the good words of Islam on the planet (Om Sakthi, 2010). Despite these differences, the two religions do belief in life after death meaning that there will be resurrection of the dead at some time with the faithful finding eternal peace and the sinners or non believers facing eternal condemnation. Other religions on the planet include Hinduism whose major belief is in unity of everything or...
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...things appears in today’s society. What is overlooked, and should often be recapped is; without the endurance and dedication within the creative minds of these two creative thinkers, it’s possible that oppression and segregation would still remain a part of our society. Many Civil Rights leaders are responsible for the equality growth in our culture, and Hal Cone and Cornel West has been influential in ensuring Blacks continued to advance in America’s society. Both men contributed an important view to Civil Rights, and is known as leaders who changed the way the world worked personally, socially, and politically. James Hal Cone is a Black libertarian theologian who was born in the early 1930s. The Reverend Hal Cone has written several books about liberation theology. His core contribution to society has been bridging the social gap among Blacks and Whites, and providing clarity between the bible and African Americans. He used his education and...
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...; Borg 2003, 2006), this study indicated that secondary school teachers in fayoum did posses a vast array of complex beliefs about the grammar teaching approaches and their students' ability to understand grammar. The major findings of the study had showed that there had been several conflicts between teachers’ beliefs and their actual practice inside the classrooms and this congruent with Parajes’ (1992) view that stated beliefs were an unreliable indicator of actual practice. Consequently, many studies suggested the same view before such as Renandya's survey (2001) and Farrell's and Lim's study (2005). Also, this inconsistency between beliefs and practice...
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