A Proposal on Investigating the Impact of Negotiating Teaching Beliefs in an Innovative Teacher Education Program
Introduction
According to Feyzioğlu (2012), constructivism has been a predominant influence on the new innovative program application. Innovative teaching practices in Graduate level teacher preparation and education programs play important and critical roles on which future students educators in high-level courses are instructed and equipped to effectively promote the ever best academic scholarship experience. Students have different expectations when joining teaching institutions and hence teachers are obligated to present them with quality studies for them to attain their objectives. A teacher needs to have their teaching belief which should be aimed at excelling student’s studies. Educators play crucial roles in the social and intellectual development of young adults and children. It is very important therefore for the next upcoming generation of teachers and educators to have a strong and quality educational background. The quality background serves as a foundation for students understanding of leadership, learning process and the ever best practices in education. The rapid advancements in society today lends to increasing chance in science today (Van Lankveld et al., 2017). As a result, educators and teachers should have periodical and solid negotiation and training to get new skills and knowledge which is up-coming in the different spheres of life. The significant aspect of professional training qualification is negotiating and training of educators in applying the new upcoming skills, interactive, educating process in order to get higher interactivity in educational methods and to improve the interest of students in schools. With innovative teaching programs needed in teaching institutions, and with teaching beliefs being the crucial part at any teaching institution, it is believed that a critical discussion of teaching beliefs in innovative learning might have several impacts attached to them. It is from this then this paper explicitly highlights the impacts of negotiating teaching beliefs in an innovative teacher education programs.
Background
From Feyzioğlu (2012), a teacher believes can effectively lead to a dynamic reform in a classroom. For the past decades, science educators have critically recognized the limits which have been offered by the traditional teaching practices. As a result, many nations have initiated science education which has been affected by reform movements. According to Raths (2001), teaching beliefs refers to personal constructs which can provide deep understanding, evaluations and judgments of teaching practices. Teaching beliefs can also be defined as the strong attitudes and beliefs of teachers and educators on things which can critically affect the institution teaching and learning interaction (Raths, 2001). In teaching set up, what educators and teachers believe have the direct meaning of teacher learning implications. With the world changing the world on different dynamics of life, students need to be equipped with new innovative skills to be able to cope with the changing world dynamics. This calls for innovative programs to be well installed for educators who provide education for these students. For this to be effective teaching believes needs to be negotiated in a significant manner and it is believed that they might have positive impacts on them. There are then different impacts connected with the negotiation of teaching beliefs in innovative teaching education programs.
Problem of the study
With teacher beliefs being the prime factor of driving students to excelling and the discussion with innovative programs being in the rise, there have been no documented findings to show that there is impact of negotiating teaching beliefs in an innovative teacher education program. This study will therefore look forward at examining if there is an impact of negotiating teaching beliefs in an innovative teacher education program.
Research Objective
The main objective of the research will be to identify if there is an impact of negotiating teaching beliefs in an innovative teacher education program.
Research Questions
The research questions for this research will be:
- What are the impacts of interventions on teacher beliefs?
- What are the innovative teacher education programs?
- What are the impact of negotiating teaching beliefs in an innovative teacher education Program
Theoretical Framework
The emphasis of movements in educator learning is constructive learning which an approach of raising new learning perspectives is. According to Feyzioğlu (2012), the concept of constructivism has recently become an important organizing framework in many nations teaching the curriculum in different jurisdictions. Different nations have therefore applied the concept of constructivism in their teaching curriculum with notable cases being Turkey and Korea. Their impacts have been widely in the nations teaching practices. As stated by Feyzioğlu (2012), the use of constructivism in Korean science education constructivist approaches has reflected in teaching guides and science curriculum. The constructivist program application in this nation has shown increased impacts in the educators. This has come after a critical discussion of the program application. The program application has shown a great impact on education, unlike the old traditional methods. One of the key impacts which have been brought forward by the discussion of teaching belief in innovative teaching practices is that the concept of constructiveness asserts students to actively construct their concepts through the critical interaction with the social and physical environment around them. According to Feyzioğlu, (2012), teaching curriculums in these nations adjusted with accordance with the concept of constructivism giving student’s room to engage effectively with different scientific process and activities where they can get a sense of their learning.
With a new curriculum applied in Turkey, educators and teachers are widely expected to have strong beliefs which are consisted of constructivism. As shown by Feyzioğlu, (2012), from his research pertaining an investigation between teaching beliefs and learning science, teaching science and managing problems from behaviors, findings from this investigation showed that for teachers with constructive belief have the common belief that effective discussion of this innovative teaching skill have an active participation of learners on the lesson. The above highlights different impacts which have been highlighted by the application of innovative discussions of teaching believe in innovative teaching programs. In addition to this, Feyzioğlu, (2012), claimed that teachers pointed out that most of them preferred new innovative teaching programs which have been suggested in discussions for the new program helps students in constructing the programming knowledge by themselves.
For instance, a teacher who has been in the teaching department for 4 years claimed that as a teacher, he sees himself as just a guide where students are supposed to do everything in their learning environment. According to Cirik, Çolak & Kaya, (2015), constructivism is defined as a learning approach that defends that learners individually construct knowledge, interpret it and effectively reorganize it. This concept has a great impact on student learning activities in any education environment. The impact of this concept in the learning environment shows itself as encouraging learners to discuss, discover and effectively interpret the key knowledge. This helps in organizing the learning environments for helping learners in constructing and implementing their theories and also as a motivating reflection of gained skills and knowledge. Like a learning environment, this supports learners in taking responsibility for their learning (Cirik, Çolak & Kaya, 2015).
To sum up, the concept of constructivism redefines the responsibility of teachers and students and they’re going up associations through creating a form of nurturing but not a critically competitive classroom environment. This forms a new learning environment which forms the basis of new educational reforms. According to Raths (2001), more than two or three decades, improved efforts have been initiated to greatly improve science education. Nations are greatly concerned about how their nation learners perform on different international tests and studies. On different nations, disadvantaged students have shown less motivation and engagement in learning. American students mostly underperform on science subjects. As shown in the study, science has been taught through teacher-centered strategies. With the application of new innovative teaching practices, there seems to be a new resistance on how science subjects are taught in learning institutions even though the concept of constructivism has critically been established and applied and the scientific method is the accepted method in teaching (Beamer et al., 2008). The application of the new concept in teaching has helped in changing the situation.
Methodology/ Survey Procedure
In order to critically understand the impact of negotiations on teaching beliefs, a quantitative research methodology will be used. An interviewing methodology will be used in developing the TBI. Structured interview questions will be used to elicit beliefs of every teacher giving room to the interviewer to get thoughts of the teacher to critically understand his beliefs. Once results will be got after interviews, they will be analyzed in order to understand how particular perspectives will be manifested within every teacher. The process will used to enable understanding on the impact of negotiating teaching beliefs in an innovative teacher education programs. Data for this research will become collected through interviews, observation, focus groups as well as the assessment of transcripts. Woolley’s Teacher Belief Survey will be used to gauge the teaching beliefs. This research will comprise of 30 items and will be rated by points ranging from the strong agreement or strong disagreement. The qualitative collected data of the research will entail observation protocol and semi-structured interviews which will get used to establish the transcribed interviews. On the other hand, the quantitative data collected will incorporate partial interval soundtrack of the pre-service novices and teachers, so producing noticeable protocols. The research participants will get premeditated at dissimilar point all throughout term through a non-participant observer who would neither interrelate with the teachers nor the scholars.
The Use of TBI
On the research, TBI will be used to effectively track changes in teacher believe starting from secondary sciences at diverse induction institutions programs and pre-service tutors who are participating in educator preparation program which begins on their fresh year. This program will effectively be used in this research.
Relationship between Negotiating Teaching Beliefs in an Innovative Teacher Education Program
To further investigate whether there impact between Negotiating Teaching Beliefs in an Innovative Teacher Education Program, a correlation test will be used. Data to be used for the categories will be ordinal and will not fit the assumptions of parametric examinations. Therefore, Spearman’s correlation (Spearman’s rho) will be the most appropriate statistical tool to be used to determine the relationship between the variables. The results will be indicated in the findings section in the final research. Table shows the correlation coefficients.
Conclusion
Science teachers who have taught the old traditional methods for students must now consider altering their teaching methods to different mental models when it pertains to students instructions. This is in accordance with teaching beliefs. New in-cooperated methods of teaching are therefore essential in presenting science in a method which consistent with how scientists solve and work their problems out. The impacts of discussing teaching beliefs on an innovative teacher education program are hence shown to have positive impacts on the students towards there life achievements. Educators, therefore, have an obligation and duty to prepare learners for their careers in science teaching as well as developing science literacy objectives and skills for students who select other different ways. From their teaching believes, teacher’s duty is an honor, a necessity and a privilege in getting students ready to solve their own problem in future which might not be known presently.
References
Beamer, T., Van Sickle, M., Harrison, G., & Temple, G. (2008). The lasting impact of a professional development program on constructivist science teaching. Journal of Elementary Science Education, 20(4), pp.49-60.
Cirik, I., Çolak, E., & Kaya, D. (2015). Constructivist learning environments: the teachers’ and students’ perspectives. International Journal on New Trends in Education and Their Implications, 6(2), pp.30-44.
Feyzioğlu, E. Y. (2012). SCIENCE TEACHERS’BELIEFS AS BARRIERS TO IMPLEMENTATION OF CONSTRUCTIVIST-BASED EDUCATION REFORM. Journal of Baltic Science Education, 11(4).
Gülpinar, M. A. (2005). The Principles of Brain-Based Learning and Constructivist Models in Education. Educational Sciences: Theory & Practice, 5(2).
Raths, J. (2001). Teachers’ Beliefs and Teaching Beliefs.
Van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research & Development, 36(2), pp.325-342.