Portfolios are increasingly being used to stimulate teachers' reflections. Frameworks for reflection on teaching often emphasize competencies and behaviours. However, other aspects of teacher functioning are also important, such as the teaching environment and individual teachers' beliefs, professional identity and mission. In a study among five medical school teachers, we explored how a portfo...

Available research is helpful to list a wide variety of factors influencing ICT adoption and integration in classroom teaching. But, existing studies hardly center on the combined impact of these variables. In addition, little research is available set up in the Chinese context. The latter is important given the rather limited extent ICT is currently being used in China and given the different ...

This paper begins by acknowledging the established and powerful link between educational beliefs and the teaching and learning practices of teaches and students. Based on this belief-practice connection, the paper documents the findings of a study that investigated the beliefs of a group of higher education teachers and students, most of whom were teaching and learning in a teacher education co...

The purpose of this study is to explore the complex nature of Singapore teachers’ beliefs about knowledge and learning and how these beliefs influence pedagogical practices in their classes. This paper presents findings from a large-scale survey study with 1806 teachers in Singapore. Data revealed that while teachers’ beliefs about pedagogies, knowledge and learning were largely consistent, the...

Research suggests climate change beliefs among science teachers mirror those of the general public, raising questions of whether teachers may be perpetuating polarization of public opinion through their classrooms. We began answering these questions with a survey of middle school science teachers (n = 24) and their students (n = 369) in North Carolina, USA. Similar to previous studies, we found...

Abstract Beliefs are an important aspect of any learning program as they affect the way teachers and students define their roles, and the way they approach their duties and responsibilities. Besides, they highly affect teachers’ practices, methods, and lesson plans. The importance of beliefs inspired the present researchers to evaluate and compare EFL teachers’ beliefs before and after a teache...

Abstract Beliefs are an important aspect of any learning program as they affect the way teachers and students define their roles, and the way they approach their duties and responsibilities. Besides, they highly affect teachers’ practices, methods, and lesson plans. The importance of beliefs inspired the present researchers to evaluate and compare EFL teachers’ beliefs before and after a teache...

With an aim to map out the development and the learning process for undergraduate students enrolled in a 4year teacher education programme, a longitudinal study investigating changes in the students’ epistemological beliefs conducted. The study involved 197 undergraduate students. Both quantitative and qualitative methods were employed to examine the students’ epistemological beliefs and influe...

This article explores content area pre-service teacher beliefs about disciplinary knowledge, perceptions of effective content area teaching, and existing beliefs about how to integrate literacy into the content areas. Ten pre-service teachers across ten secondary content areas were asked to describe three important variables in secondary teaching: 1) the knowledge of their content area, 2) char...

This article proposes a framework for conceptualizing developing as a critically re ̄ective teacher. The author posits that critical re ̄ection is the distinguishing attribute of re ̄ective practitioners. The term critical re ̄ection as developed here merges critical inquiry, the conscious consideration of the ethical implications and consequences of teaching practice, with self-re ̄ection, deep exa...