Teaching Practices, Teachers’ Beliefs And Attitudes
87CHAPTER 4Teaching Practices,Teachers’ Beliefs and Attitudes88 Highlights89 Introduction89 Theoretical background and analytical framework92 Beliefs about the nature of teaching and learning97 Classroom teaching practice101 Teachers’ professional activities: co-operation among staff103 Classroom environment108 School-level environment: school climate111 Job-related attitudes: self-efficacy and job satisfaction113 Understanding teachers’ professionalism: first steps in linkingthe school context and teachers’ beliefs and practices toteachers’ perceived efficacy and the qualityof the learning environment120 Conclusions and implications for policy and practiceCreating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 OECD 2009
88CHAPTER 4 TEACHING PRACTICES, TEACHERS’ BELIEFS AND ATTITUDESHighlights Teachers are more inclined to regard students as active participants in the processof acquiring knowledge than to see the teacher’s main role as the transmissionof information and demonstration of “correct solutions”. This is most true innorthwest Europe, Scandinavia, Australia and Korea and least true in southernEurope, Brazil and Malaysia where teachers fall between the two views. In the classroom, teachers in all countries put greater emphasis on ensuring thatlearning is well structured than on student-oriented activities which give themmore autonomy. Both of these teaching practices are emphasised more thanenhanced learning activities such as project work. This pattern is true in everycountry. Co-operation by teachers in all countries more commonly takes the form ofexchanging and co-ordinating ideas and information than direct professionalcollaboration such as team teaching. At least half of teachers in most countries spend over 80% of their lesson time onteaching and learning. However, one in four teachers in most countries lose atleast 30% of their lesson time, and some lose more than half, through disruptionsand administrative tasks. This is closely associated with the classroom disciplinaryclimate. Country and school differences in this respect are less important thandifferences among teachers within schools. Almost all Norwegian teachers report better than average relationships betweenteachers and students. In other countries, teacher-student relationships varyconsiderably. Only part of this variation is related to differences among schools.Even though teacher-student relations are often seen as a feature of schools as awhole, different teachers within schools perceive them differently. The average levels of job satisfaction and of teachers’ belief in their owneffectiveness are fairly similar across countries, although Norwegian teachersagain stand out as well above average in both respects. Most differences in thesejob-related attitudes entail differences among teachers within countries andwithin schools. Female teachers are less likely than male teachers to see teaching as the directtransmission of knowledge and are more likely to adopt structuring and studentoriented practices as well as to co-operate more with colleagues. Teachers who undertake professional development undertake a wider array ofteaching practices and are more likely to co-operate with other teachers. OECD 2009Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3
89TEACHING PRACTICES, TEACHERS’ BELIEFS AND ATTITUDES CHAPTER 4INTRODUCTIONTeachers’ beliefs, practices and attitudes are important for understanding and improving educational processes.They are closely linked to teachers’ strategies for coping with challenges in their daily professional life andto their general well-being, and they shape students’ learning environment and influence student motivationand achievement. Furthermore they can be expected to mediate the effects of job-related policies – such aschanges in curricula for teachers’ initial education or professional development – on student learning. TALISexamines a variety of beliefs, practices and attitudes which previous research has shown to be relevant to theimprovement and effectiveness of schools. Using representative data from 23 countries, this chapter presents across-cultural comparative analysis of profiles, variations and interrelationships of these aspects as they shapeteachers’ working environment.The first part of the chapter describes teachers’ beliefs, practices and attitudes and shows that in all participatingcountries certain beliefs and practices are more prominent than others. It also highlights cross-cultural differencesregarding beliefs and practices, the quality of the learning environment, the strength of teachers’ beliefs in theirown efficacy (“self-efficacy”), and their job satisfaction. The second part of the chapter focuses on the relationsbetween teachers’ views of learning and instruction and the school as their place of work. Some findings areremarkably consistent across countries.THEORETICAL BACKGROUND AND ANALYTICAL FRAMEWORKTALIS examines teachers’ beliefs, attitudes and practices and compares teachers, schools and countries.Although TALIS does not seek to explain student achievement or changes in achievement, student motivationor changes in motivation, it highlights factors which have been shown to be related to student outcomes.Many studies have described aspects of teaching practice which are related to effective classroom learning andstudent outcomes (Brophy and Good, 1986; Wang, Haertel and Walberg, 1993). Close monitoring, adequatepacing and classroom management as well as clarity of presentation, well-structured lessons and informativeand encouraging feedback – known as key aspects of “direct instruction”– have generally been shown to havea positive impact on student achievement. This is not enough, however; while the teacher provides learningopportunities, these must be recognised and utilised by the student to be effective. Motivation, goals andoutcomes have to be taken into account as well. Therefore, the framework of instructional quality is broaderthan the direct instruction described above. Based on results from the TIMSS video study, Klieme et al. (2006)proposed three basic (second-order) dimensions of instructional quality: clear and well-structured classroommanagement (which includes key components of direct instruction), student orientation (including a supportiveclimate and individualised instruction), and cognitive activation (including the use of deep content, higher orderthinking tasks and other demanding activities). These dimensions are to be understood as “latent” factors whichare related to, but not identical with specific instructional practices (see Lipowsky et al., 2008, for a theoreticalfoundation and an empirical test of the model). TALIS uses a domain-general version of this triarchic model,identifying structure, student orientation, and enhanced activities as basic dimensions of teaching practices.Instructional practices, in turn, depend on what teachers bring to the classroom. Professional competence isbelieved to be a crucial factor in classroom and school practices (Shulman, 1987, Campbell et al., 2004; Baumertand Kunter, 2006). To study this, a number of authors have used, for example, measures of the effects of constructivistcompared with “reception/direct transmission” beliefs on teaching and learning, developed by Peterson et al.(1989). TALIS uses a domain-general version of two teaching and learning-related indices (constructivist and directtransmission) to cover teachers’ beliefs and basic understanding of the nature of teaching and learning.Teachers’ professional knowledge and actual practices may differ not only among countries but also amongteachers within a country. To gain an understanding of the prevalence of certain beliefs and practices it isCreating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 OECD 2009
90CHAPTER 4 TEACHING PRACTICES, TEACHERS’ BELIEFS AND ATTITUDEStherefore important to examine how they relate to the characteristics of teachers and classrooms. For example,previous research suggests that the beliefs and practices of female and male teachers may systematically differ(e.g. Singer, 1996), so that TALIS must control for gender. From the perspective of education policy, however, it iseven more relevant to look at the impact on teachers’ beliefs, practices and attitudes of professional backgroundfactors such as type of training, certification and professional development, subject taught, employment status(part-time versus full-time) and length of tenure. It is important to note that any of these relationships canhave different causal interpretations. For example, professional development activities may change beliefs andattitudes, but participation in such activities may itself be due to certain beliefs. As a cross-sectional study,TALIS can describe such relationships, but it cannot disentangle causal direction. Some of the analyses TALISprovides on these matters are merely exploratory, because so far there is little research, for example, on beliefsand practices specific to certain subjects.Good instruction, of course, is not determined just by the teacher’s background, beliefs and attitudes; it should alsobe responsive to students’ needs and various student, classroom and school background factors. TALIS looks atwhether teaching practices “adapt” to students’ social and language background, grade level, achievement level,and class size. For example studies on aptitude-treatment interactions suggest that students with low intellectualabilities profit more from structured, teacher-centred instruction, while students with high intellectual abilities maygain more from less structured and more complex instruction (Snow and Lohman, 1984). TALIS does not allow forexamining whether classroom practices are adapted to individual students but instead looks at macro-adaptivity(Cronbach, 1957), i.e. the adaptation of teaching practices to characteristics of the class.Teachers do not act only in the classroom where they instruct students more or less in isolation from other classes andteachers. A modern view of teaching also includes professional activities on the school level, such as co-operatingin teams, building professional learning communities, participating in school development, and evaluating andchanging working conditions (Darling-Hammond et al. 2005). These activities shape the learning environment onthe school level, i.e. the school climate, ethos and culture, and thus directly and indirectly (via classroom-levelprocesses) affect student learning. TALIS distinguishes between two kinds of co-operation by a school’s teachingstaff: exchange and co-ordination for teaching (e.g. exchanging instructional material or discussing learningproblems of individual students) versus more general and more innovative kinds of professional collaboration(e.g. observing other teachers’ classes and giving feedback). It is assumed that both kinds of co-operative activitieswill be influenced by school-level context variables such as a school’s teacher evaluation policies and the school’sleadership, which are covered in chapters 5 and 6 respectively of this report.As is known from research on the effectiveness of schools (Scheerens and Bosker, 1997; Hopkins, 2005; Leeand Williams, 2006; Harris and Chrispeels, 2006), the quality of the learning environment is the factor affectingstudent learning and outcomes that is most readily modified, given that background variables such as cognitiveand motivational capacities, socio-economic background, social and cultural capital are mostly beyond thecontrol of teachers and schools. TALIS captures students’ background by asking teachers and principals about thesocial composition and the relative achievement level of the student population they serve. A more important taskfor TALIS is to assess quality, as perceived by teachers, at the classroom as well as the school level. However, as theenvironment generally varies between subjects and teachers, it is not easy to identify domain-general indicators.TALIS uses time on task – i.e. the proportion of lesson time that is actually used for teaching and learning – as abasic indicator for the quality of the learning environment. Also, classroom climate is used because of its strongimpact on cognitive as well as motivational aspects of student learning in different subjects. The method used hereis adapted from PISA and focuses on the disciplinary aspect. For example, the statement “When the lesson begins,I have to wait quite a long time for the students to quiet down” indicates a low level of classroom discipline. It hasbeen shown that classroom discipline, aggregated to the school level, is a core element of instructional quality.In PISA, it is positively related to the school’s mean student achievement in many participating countries (Klieme OECD 2009Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3
91TEACHING PRACTICES, TEACHERS’ BELIEFS AND ATTITUDES CHAPTER 4and Rakoczy, 2003). Also, it has been shown that – unlike other features of classroom instruction – there is ahigh level of agreement about this indicator among teachers, students and observers (Clausen, 2002). In additionto the environment at the classroom level, school climate is used as an indicator for the school environment.Here, school climate is defined as the quality of social relations between students and teachers (including thequality of support teachers give to students), which is known to have a direct influence on motivational factors,such as student commitment to school, learning motivation and student satisfaction, and perhaps a more indirectinfluence on student achievement (see Cohen, 2006, for a review of related research). The triarchic model ofinstructional quality mentioned above (Klieme et al., 2006; Lipowsky et al., 2008; Rakoczy et al., 2007) suggestsspecific relations between teaching practices and the two climate factors: structure-oriented teaching practicesshould primarily relate to high levels of classroom climate, while student-oriented practices should be linked withpositive social relations.Figure 4.1Framework for the analysis of teaching practices and beliefsProfessionalcompetence(Knowledge and beliefs)Content knowledgePedagogical contentknowledgeRelatedbeliefs and attitudesBeliefs about thenature of teachingand learning: direct transmission constructivist beliefsTeacherclassroom practiceClassroomlevel environmentStructuringStudent orientationEnhanced activtiesTime on task*Classroomdisciplinary climateStudentlearningTeachers’professional activitiesCo-operation amongstaff: exchange andStudentoutcomesSchoollevel cyJob satisfaction*School climate:Teacher-studentrelationsco-ordinationfor teaching professionalcollaborationTeacher backgroundProfessional training /experienceSchool background and processes(e.g. leadership)Student backgroundNote: Constructs that are covered by the survey are highlighted in blue; single item measures are indicated by an asterisk (*).Source: OECD, TALIS Database.TALIS does not address the ultimate effects of classroom and school-level activities and climate on studentlearning and outcomes. However, because TALIS studies teachers (as opposed to the effectiveness of education),teachers were asked to evaluate what they themselves do. TALIS assessed teachers’ beliefs about their efficacyby adopting a construct and a related measurement that is widely used in educational research (e.g. Schwarzer,Schmitz and Daytner, 1999). As a second indicator, TALIS used a single item for overall job satisfaction.Research has shown that teachers’ sense of their efficacy plays a crucial role in sustaining their job satisfactionCreating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 OECD 2009
92CHAPTER 4 TEACHING PRACTICES, TEACHERS’ BELIEFS AND ATTITUDES(e.g. Caprara et al., 2006). It has also been found to be associated with constructivist goals and studentorientation (Wheatley, 2005) and with successful management of classroom problems and keeping students ontask (e.g. Chacon, 2005; Podell and Soodak, 1993). Thus, previous research suggests that there are significantrelations between teachers’ beliefs, attitudes and practices.In summary, TALIS is able to cover core aspects of teachers’ beliefs (general pedagogical knowledge), teachers’activities (teaching practices and teachers’ co-operation) as well as quality indicators at the classroom level(classroom disciplinary climate, time on task) and at the school level (quality of social relations) and generaljob-related attitudes. Based on previous research, these aspects are expected to be related. Figure 4.1 illustratesthe choice of constructs for this chapter and their supposed interactions.Chapter outlineThe following sections of this chapter are organised along the model described in Figure 4.1. Moving fromthe left (general pedagogical beliefs) to the right (overall job-related attitudes), each group (box) of variables isdiscussed by describing country profiles and – where appropriate – comparing country means. These results arepresented in the first six sections of the chapter.The chapter then explores the associations between background factors (such as kind of training, certification andprofessional development, subject taught, gender, employment status, and length of tenure) and beliefs, practicesand attitudes. For teaching practices, both teacher background and classroom context are taken into account: Areteaching practices “adaptive” with regard to students’ social and language background, grade level, achievementlevel, and class size? This section also contains a first attempt to use TALIS data to understand conditions forsuccessful schooling and teaching within countries. This involves systematic tests of the hypotheses that areimplied by the model (see Figure 4.1) and previous research. Working from left to right, the relationships betweenbeliefs, attitudes and practices and activities are tested. Ultimately, multiple regressions and multi-level models areused to attempt to understand how job-related attitudes (“self-efficacy” and job satisfaction as proximal indicatorsfor professional success) and the perceived quality of the learning environment (classroom and school climate)relate to teachers’ professional beliefs and activities. The focus is on relations and effects that hold across or in amajority of countries. Single countries or groups of countries with specific patterns are identified when they helpto understand certain profiles of beliefs, practices, and attitudes in those countries.The final section of the chapter summarises the results of the analysis and discusses some policy implicationsof the findings.BELIEFS ABOUT THE NATURE OF TEACHING AND LEARNINGThe beliefs about the nature of teaching and learning which are the focus of TALIS include “direct transmissionbeliefs about learning and instruction” and “constructivist beliefs about learning and instruction”. Thesedimensions of these beliefs are well established in educational research at least in Western countries and havealso received support elsewhere (e.g. Kim, 2005).The direct transmission view of student learning implies that a teachers’ role is to communicate knowledge ina clear and structured way, to explain correct solutions, to give students clear and resolvable problems, and toensure calm and concentration in the classroom. In contrast, a constructivist view focuses on students not aspassive recipients but as active participants in the process of acquiring knowledge. Teachers holding this viewemphasise facilitating student inquiry, prefer to give students the chance to develop solutions to problems ontheir own, and allow students to play active role in instructional activities. Here, the development of thinkingand reasoning processes is stressed more than the acquisition of specific knowledge (Staub and Stern, 2002). OECD 2009Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3
93TEACHING PRACTICES, TEACHERS’ BELIEFS AND ATTITUDES CHAPTER 4It is important to note the difference between beliefs on the one hand, and practices, on the other. Bothpractices and beliefs are shaped by pedagogical and cultural traditions. They represent different though relatedparts of the pedagogical context for student learning.In TALIS, beliefs about teaching were assessed on a four-point Likert scale, ranging from 1 “strongly disagree”to 4 “strongly agree”. Across countries, the basic dimensions for teacher beliefs about instruction – the directtransmission view and the constructivist view - were identified from the survey responses. Box 4.1 lists thequestionnaire items from which the two indices for teachers’ beliefs about teaching were constructed (SeeAnnex A1.1 for full details.)Box 4.1 Teachers’ beliefs about teachingThe two indices for teachers’ beliefs about teaching comprise the following questionnaire items:Direct transmission beliefs about teaching Effective/good teachers demonstrate the correct way to solve a problem. Instruction should be built around problems with clear, correct answers, and around ideas that moststudents can grasp quickly. How much students learn depends on how much background knowledge they have; that is whyteaching facts is so necessary. A quiet classroom is generally needed for effective learning.Constructivist beliefs about teaching My role as a teacher is to facilitate students’ own inquiry. Students learn best by finding solutions to problems on their own. Students should be allowed to think of solutions to practical problems themselves before the teachershows them how they are solved. Thinking and reasoning processes are more important than specific curriculum content.Box 4.2 Cross-cultural validity of the indices for teachers’ beliefs, practices and attitudesThe cross-cultural comparability – or “invariance” – of the indices for teaching practices, teachers’ beliefsand attitudes, which are the feature of this chapter, was tested by means of confirmatory factor analysis(see Annex A1.1 and the TALIS Technical Report [forthcoming]).For the indices measuring teaching beliefs, classroom teaching practices and co-operation amongteaching staff, the analysis indicated that the country means on these indices are not directly comparable.The analysis of these indices therefore focuses more on the pattern of cross-cultural differences thanon specific country-by-country comparisons. Within-country differences are examined through thecalculation of ipsative scores (see Box 4.3).For the indices measuring classroom disciplinary climate, teacher self-efficacy and teacher-student relations –the variables that best represent outcome variables in TALIS – although full cross-cultural comparability ofthe indices was not proven, the results were sufficiently close to allow an examination of the global pictureof mean score differences.Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 OECD 2009
94CHAPTER 4 TEACHING PRACTICES, TEACHERS’ BELIEFS AND ATTITUDESAs with the indices in Chapter 6, analysis was conducted to test for cross-cultural consistency of the indices onteaching practices, teachers’ beliefs and attitudes (see Annex A1.1 and the TALIS Technical Report [forthcoming]).Box 4.2 summarises the outcomes of that analysis. For the indices on beliefs about teaching, the analysisindicated that countries’ mean scores on these indices are not directly comparable. The analysis in this sectiontherefore focuses on profiles within countries and in particular on the extent to which teachers endorse onebelief over the other. To do this, teachers’ responses are standardised and presented as ipsative scores, whichdescribe the relative endorsement of the two indices (see Box 4.3).Box 4.3 Computation of ipsative scoresCalculating ipsative scores is an approach to standardising individual responses to express them aspreferences between two or more options and thus helps reduce the effects of response bias (Fischer,2004). For teachers’ beliefs about instruction, ipsative scores were computed by subtracting the individualmean across all of the eight items measuring teachers’ beliefs from the individual mean across the fouritems belonging to the index direct transmission beliefs about instruction and also from the four itemsmeasuring constructivist beliefs about instruction. Thus, mean scores were calculated for both indicesand corrected for the overall tendency to accept any of the belief items. The means across both indicesaverage zero for each teacher, and therefore the country means across both indices also equal zero. Theresulting score of an individual teacher is the relative endorsement of this index or the relative positionof the individual on one index in relation to the other index. Positive score values indicate that one set ofbeliefs receives a relatively stronger support than the other.Country differences in profiles of beliefs about instructionIn research and practice there is an ongoing debate about the effects of direct transmission versus constructivistapproaches on student achievement, and about the appropriateness of constructivist approaches in nonEuropean countries. TALIS data make it possible to conduct exploratory comparative analysis to learn whethercountries differ with regard to profiles of teachers’ beliefs. Differences in national cultures and pedagogicaltraditions suggest the possibility of differences in the pattern and strength of endorsement of the two viewsamong countries.Figure 4.2 shows that in all countries but Italy the average endorsement of constructivist beliefs is stronger thanthat of direct transmission beliefs. In most countries, therefore, teachers believe that their task is not simply topresent facts and give their students the opportunity to practice, but rather that they should support students intheir active construction of knowledge.Besides this general agreement on beliefs about instruction, countries differ in the strength of teachers’endorsement of each of the two approaches. The preference for a constructivist view is especially pronouncedin Austria, Australia, Belgium (Fl.), Denmark, Estonia and Iceland. Differences in the strength of endorsementare small in Brazil, Bulgaria, Italy, Malaysia, Portugal and Spain. Hence teachers in Australia, Korea, northwestern Europe and Scandinavia show a stronger preference for a constructivist view than teachers in Malaysia,South America and southern Europe. Teachers in eastern European countries lie in between. OECD 2009Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3
95TEACHING PRACTICES, TEACHERS’ BELIEFS AND ATTITUDES CHAPTER 4Figure 4.2Country profiles of beliefs about the nature of teaching and learning (2007-08)Country mean of ipsative scoresDirect transmission beliefsConstructivist beliefsIpsative yPolandNorwaySlovak RepublicSloveniaKoreaMaltaBelgium Countries are ranked by the strength of preference among teachers in each country between direct transmission beliefs about teachingand constructivist beliefs about teaching. So, teachers in Iceland show the strongest preference for constructivist beliefs, over directtransmission beliefs.Source: OECD, TALIS Database.12 http://dx.doi.org/10.1787/607814526732Correlations between direct transmission and constructivist beliefsAre teachers who hold constructivist beliefs more or less likely also to hold direct transmission beliefs and viceversa? To examine the relation between the two at the level of individual teachers, correlations for the twoindices were analysed by country. Based on previous research, it was expected that constructivist beliefs anddirect transmission beliefs would show negative or at most zero correlations, since the two views are supposedto be contradictory in nature.Table 4.1 shows that teachers in Australia, Austria and Iceland tend to take sides regarding their beliefs aboutinstruction. Their endorsement of a constructivist view tends to be slightly higher when their endorsement ofa direct transmission view is lower and vice versa. As described above, most of the teachers in these countriesendorse constructivist beliefs considerably more strongly than direct transmission beliefs.In Asian and Central and South American countries (Brazil, Korea, Malaysia and Mexico) there seems to be lessopposition between the two approaches, and there are fairly strong positive correlations between them.The two approaches are also quite commonly integrated in eastern and southern Europe (especially in Bulgaria,Lithuania, Poland, the Slovak Republic and Slovenia, and in Italy, Portugal, Spain and Turkey). These regionsshow a broadly equal endorsement of the two approaches or a moderate preference for the constructivist viewand a moderately strong association between the two.Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 OECD 2009
96CHAPTER 4 TEACHING PRACTICES, TEACHERS’ BELIEFS AND ATTITUDESVariance distribution across levelsTo what extent are teachers within schools and within countries similar as a result of their shared socialisation?This question was examined by analysing how much of the total variation in teachers’ beliefs about teaching liesbetween countries, between schools and between teachers within schools. Results show that 25% of the variationin teachers’ constructivist beliefs and more
ab ilities profit more from structured, teacher-centred instruction, wh ile students w ith h igh intellectual ab ilities may gain more from less structured and more complex instruction (Snow and Lohman, 1984). TALIS does not allow for exam ining whether classroom practices are adapted to i
interesting teaching world with some beliefs that matched their practices and others that differed from it. This research study made the researcher conscious about other interesting aspects related to the teaching beliefs and how relevant the teachers' academic background and the impact it had on their beliefs and their practice was
KS2.2: Beliefs and practices, Hinduism 1 Ealing Agreed Syllabus: guidance for teachers KS2.2: Beliefs and practices, Hinduism Overall aim: To explore some of the beliefs and practices that fall under the umbrella term "Hinduism" Origins Pupils will know that the Hindu dharma originated in India think about the origins of their own family's
Beliefs The first component is beliefs. A consumer may hold both positive beliefs toward an object (e.g., coffee tastes good) as well as negative beliefs (e.g., coffee is easily spilled and stains papers). In addition, some beliefs may be neutral (coffee is black), and some may be differ in valance depending on the person or the
beliefs and possible changes in their beliefs about the use of manipulatives after partici-pating in training and practising their pilot lesson plans over the course of more than 20 weeks. The results have indicated that the teachers showed more desire to use manipula-tives in their teaching as the project and the training were progressing.
On Computable Beliefs of Rational Machines IBM Research Division, Almaden Research Center, San Jose, California 95120-6099, and . beliefs may be determined by the basic beliefs but the program cannot even approximate them. It should be noted that in this paper we do not . beliefs, so a pair (Mi, Mj) entails a complete description of the .
Tab le 12: Teachers Perception of their Profession by Location of School 14 Tab le 13: Teachers Willingness to Leave Teaching for Alternate Employment 15 Tab le 14: Teachers Willing to Leave Teaching for Other Work, by Location of School 15 Tab le 15: Number of Teachers Advising their Children to Ta ke Teaching as a Career 16 Tab le 16: Number of Teachers Advising Their Children to become .
Science Teachers’ Beliefs and Attitudes towars the Use of Interactive Whiteboards in Education. Journal of Turkish Science Education, 16(3), 394-414. ABSTRACT This study aimed to explore the beliefs and attitudes of 36 science teachers (biology, physics and chemistry) in six high schools in Ankara towards the use of Interactive White Boards .
The study also sought to explore pre-service teachers’ beliefs around the use of English to teach learners to whom English was a second language. It may be argued that teachers’ beliefs about the use of learners’ home languages (L1) and how it affects their access to future educational and employment opportunities
