• Research in Mathematical Education
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• v.12 no.3
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• pp.167-177
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• 2008

The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.

• Research in Mathematical Education
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• v.12 no.3
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• pp.235-249
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• 2008

The paper used the quantitative method to compare Chinese students' and teachers' mathematics related beliefs, including beliefs about mathematics, mathematics teaching and learning. The result indicated that there are some differences between their beliefs. Based on the results, we give some recommendations.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.90-108
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• 2004

This study is to understand preservice science teachers' previous experience, beliefs about teaching and learning, and visions of themselves as future teachers. The data were collected from two individual interviews with 7 voluntary students and analyzed qualitatively for category construction. As the results of this study, we presented two cases, which showed that their different views of teaching science are strongly related to their previous experiences as learners and observers in schools, and that there is the apparent consistency between each participant's beliefs about science teaching and learning and their own visions of teaching in a science classroom. Implications for preservice science teacher education related to the results were discussed.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.103-124
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• 2002

For the current study, five Asian English teachers participated in their case studies to investigate an in-depth understanding of their beliefs about teaching and learning English as a foreign language. Data were collected through structured and unstructured interviews, written documents, observations of teacher-participants' micro teaching, a research methodology journal and a self-reflection journal. This study described the beliefs that Asian English teachers brought to the teacher preparation program and examined to see if these teacher-participants who were involved in case studies perceived change in their beliefs. The study found that formal and informal learning experiences greatly shaped the way teacher-participants' beliefs about the way learning and teaching ought to be. In addition, early experiences of learning and teaching influenced teacher-participants' change in beliefs.

• Research in Mathematical Education
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• v.11 no.4
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• pp.221-234
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• 2007

A comparison of mathematics teachers' personal beliefs between in- and pre-service teachers for Chinese secondary schools (grades 7-12) about mathematics theories, teaching and learning has been studied. In-service teachers' beliefs are close to constructivist's aspect and pre-service teachers' beliefs are close to absolutist's views. Based on the results, we give some suggestions to both teacher education and in-service teachers' training.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• Journal of Science Education
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• v.38 no.3
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• pp.555-568
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• 2014

Even though identical science textbooks are used in elementary science classes, differences exist in teachers' teaching practices. The purpose of this study was to understand the relationships between elementary teachers' beliefs of science learning and their science teaching practices. An Likert-scale survey and interviews were performed on four elementary teachers to obtain information about the beliefs of teachers in science learning. In order to understand their teaching practices and the relationships between teachers' beliefs and their teaching practices, 2 classes per each teacher were recorded and instruction analyses were performed in the aspects of teaching contents, methods, and learning environments. The results showed that teacher A and B, who held traditional beliefs of science learning, taught their classes mainly based on teacher's explanation. While, teacher C and D, who held constructive beliefs of science learning, reorganized the contents of textbooks and applied various teaching methods and strategies in conducting their teaching practices. There were differences in teachers' beliefs of science learning and teaching practices. These differences in beliefs were related with their science teaching practices.

• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.15-25
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• 2015

This study examined pre-service secondary physics teachers' epistemological beliefs about scientific knowledge, science learning, and science teaching in two different science content topics, Lamarckism and the impetus theory. Two sets of open-ended questionnaires, for each of the topics respectively, were developed in the same format. The pre-service teachers completed the questionnaires at one month intervals. The beliefs were analyzed in two dimensions, knowledge justification and knowledge change for each belief area. The findings show that the majority of pre-service teachers held sophisticated epistemological beliefs about scientific knowledge regardless of content topics. On the other hand, more pre-service teachers exhibited sophisticated beliefs about science learning in the context impetus theory than Lamarckism. In the area of science teaching, the majority of pre-service teachers demonstrated a sophisticated view in knowledge justification but a naive view in knowledge change. When consistency across science topics and belief areas were examined, few pre-service teachers held consistent epistemological beliefs across all topics and areas. The difference in the levels of sophistication in belief areas showed that the pre-service teachers did not connect their epistemological beliefs about science knowledge to their ideas about science teaching and learning. This disconnection seems to make the consistency across topics and areas complicated. The difference in epistemological beliefs about science learning and teaching between two science topics need further inquiry. Implications for teacher education are offered.

• English Language & Literature Teaching
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• no.3
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• pp.71-93
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• 1997

Teachers' beliefs about teaching English are reflected in their practices in the classroom. They influence on the students' attitude to English learning. Any teacher training program expects the trainees to change or modify their existing beliefs and attitude through the new ideas and information introduced by the program toward a desired direction. The present study describes a teacher training program for elementary school English teachers and compares the beliefs of the teachers about teaching English before and after the training. The subjects are the elementary school English teachers around Chungnam area who get a special training of 120 hours during January 1997. The investigation of the subjects' beliefs on English teaching is conducted through examining two journals of each subject before and after the training. The journals show the teachers' inner flow of thought, so teacher trainers are expected to get insight on their general instructional considerations and have implications on the future teacher training program through examining these journals. In addition, the journal writing itself gives the teachers opportunity to reflect their practice and rethink about their beliefs, and develop themselves as professional English teachers.