Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning.

Abstract In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook. Teachers who had changed their beliefs in a direction congruent with the aims of recent educational reforms often reported experimentation with colleagues' teaching methods. Teachers who changed their beliefs in a direction that was not congruent with the reform often reported experimentation with alternative methods due to discontent with the effectiveness of current methods.

[1]  J. Bransford,et al.  Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. , 2005 .

[2]  J. Vermunt,et al.  Congruence and friction between learning and teaching , 1999 .

[3]  Jan H. van Driel,et al.  The Relationships between Teachers' General Beliefs about Teaching and Learning and Their Domain Specific Curricular Beliefs. , 2007 .

[4]  Robert J. Sternberg,et al.  Understanding and teaching the intuitive mind : student and teacher learning , 2000 .

[5]  H. Tillema,et al.  Promoting student teacher learning through conceptual change or direct instruction , 1997 .

[6]  Thomas L. Good,et al.  International handbook of teachers and teaching , 1997 .

[7]  J. Kessels,et al.  Linking Practice and Theory: The Pedagogy of Realistic Teacher Education , 2001 .

[8]  Paulien C. Meijer,et al.  A closer look at teachers’ individual learning in collaborative settings , 2007 .

[9]  Margaret C. Lohman,et al.  Self-Initiated Learning Activities of Experienced Public School Teachers: Methods, sources, and relevant organizational influences , 2001 .

[10]  Gary D. Fenstermacher.  Chapter 1: The Knower and the Known: The Nature of Knowledge in Research on Teaching , 1994 .

[11]  Melody J. Shank,et al.  Teacher storytelling: A means for creating and learning within a collaborative space , 2006 .

[12]  K. Trigwell,et al.  Changing approaches to teaching: A relational perspective , 1996 .

[13]  Phil Hodkinson,et al.  Improving schoolteachers' workplace learning , 2005 .

[14]  M. Pajares,et al.  Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct , 1992 .

[15]  Henny P. A. Boshuizen,et al.  Self-regulation in Higher Education Teacher Learning , 2005 .

[16]  D. Butler,et al.  Collaboration and self-regulation in teachers’ professional development , 2004 .

[17]  J. Calderhead.  Teachers’ beliefs and knowledge , 2019, Problem Solving for Teaching and Learning.

[18]  Paul C. Burnett,et al.  Secondary teachers' conceptions of teaching and learning , 2001 .

[19]  Ralph T. Putnam,et al.  What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? , 2000 .

[20]  Geert Kelchtermans,et al.  Conditions Fostering the Implementation of Large-Scale Innovation Programs in Schools: Teachers’ Perspectives , 2001 .

[21]  D. Kember.  A reconceptualisation of the research into university academics' conceptions of teaching , 1997 .

[22]  Robert J. Sternberg,et al.  Conceptual Change in Teachers’ Intuitive Conceptions of Learning, Motivation, and Instruction: The Role of Motivational and Epistemological Beliefs , 2001 .

[23]  Marilyn Cochran-Smith,et al.  Relationships of Knowledge and Practice: Teacher Learning in Communities , 1999 .

[24]  D. Pratt.  Good Teaching: One Size Fits All? , 2002 .

[25]  P. Pintrich,et al.  Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change , 1993 .

[26]  N. Verloop,et al.  Exploring language teachers' practical knowledge about teaching reading comprehension , 1999 .

[27]  H. Tillema.  Stability and Change in Student Teachers’ Beliefs about Teaching , 1998 .

[28]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[29]  W. Lens,et al.  'Learning to learn': teachers' conceptions of their supporting role , 2002 .

[30]  M. Voeten,et al.  Teachers' conceptions of student learning and own learning , 2004 .

[31]  H. Tillema,et al.  Knowledge construction in collaborative enquiry among teachers 1 , 2006 .

[32]  Marilyn Cochran-Smith,et al.  Chapter 8: Relationships of Knowledge and Practice: Teacher Learning in Communities , 1999 .

[33]  A. Sfard.  On Two Metaphors for Learning and the Dangers of Choosing Just One , 1998 .

[34]  Ralph T. Putnam,et al.  Teacher Learning: Implications of New Views of Cognition , 1997 .

[35]  Tcm Theo Bergen,et al.  Experienced teacher learning within the context of reciprocal peer coaching , 2007 .

[36]  Gary D. Fenstermacher.  The Knower and the Known: The Nature of Knowledge in Research on Teaching , 1994 .

[37]  S. Wineburg,et al.  Toward a Theory of Teacher Community. , 2001 .

[38]  F. Oser,et al.  Competence oriented teacher training : old research demands and new pathways , 2006 .

[39]  P. Cobb,et al.  Cognitive and Situated Learning Perspectives in Theory and Practice , 1999 .