Literature Review of Impact of Beliefs
Introduction
According to, (Moseley et al., 2016), the concept of belief is a state of the mind when its contents are perceived to be truthful by the person having the brain however the same individual understands other people different views. They are either conscious or unconscious and are very critical to influencing the behaviour of a teacher (Hockmeyer, 2015).. Socially, it can be explained as the interpretations of experiences of mental constructions. They are usually derived out of what a person does, says or what one is capable of being. According to, (Donnell et al., 2015), teaching beliefs refers to personal constructs which can provide in-depth understanding, evaluations, and judgments of teaching practices. Teaching beliefs can also be defined as the healthy attitudes and beliefs of teachers and educators on things which can critically affect the institution’s teaching and learning interaction (Donnell et al., 2015). 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 (Jamaluddin et al., 2016). This calls for innovative programs to be well installed for educators who provide education for these students.
Nature of Beliefs in the context of ideal Teacher Education Program
Beliefs are wobbly and longitudinal studies show that opinions can change back and forth and the main factors contributing to these changes include; the strategy of learning, the effort of education, the anxiety of foreign languages, motivation and the proficiency of the foreign language (Jamaluddin et al., 2016). Also, the beliefs of learners are influenced by; the style of learning, the strategy of education, and the foreign language anxiety. They usually act as a guide for the behaviour of teachers and they are used to inform teachers on the kind of framework that makes sense in the classroom (Hockmeyer, 2015).
They are usually formed according to how teachers observed those who taught them in, their schooling days (Seo, 2016). They depend on the experiences gained by the teachers when they were in school, and this is when the original perceptions take place when the teachers are still learners (Moseley et al., 2016). Beliefs are often ignored in traditional teacher’s programs, and the best way to solve this issue and focus on the programme of education is to monitor and comprehend their deeds during their teaching practice as new teachers (Hockmeyer, 2015). Therefore teaching beliefs can lead to better teaching when pre-service tutors who are based in the field programs learn new methods and theories that overtake the curriculum that is traditional (Seo, 2016).
Beliefs and Practices
Pre-service teacher’s expectations in the teaching of science significantly show the relationship of the student’s level of confidence with methods of teaching, management of classrooms, techniques of assessment and the number of scientific methods used and the number of courses taken in science (Hockmeyer, 2015). The three types of beliefs amongst the pre-service teachers are; their individual experiences as learners of the language, the factors of personalities, and the familiarity of what brings the best results (Jamaluddin et al., 2016). Beliefs or mental pictures create teaching realities because it is usually not what we think we believe, but it is the belief that the unconscious thinking that creates realities (Hockmeyer, 2015). When we are involved in cleaning up of the unconscious mind; often, the thought that limits fears, hopes, doubts, and tendencies that are conditioned, we then free ourselves to view the world with a new perspective
Measuring Tools
(Moseley et al., 2016) Breaks down the concept of tuft and clues tools in the teacher education settings. Therefore he explains that perceptions of teacher’s beliefs differ from the expectations of students because teachers regard learners as participants in acquiring skills and knowledge rather than recognizing that the role of the teachers is to transmit information and to portray correct solutions (Hockmeyer, 2015). All over the world, teachers concentrate on making sure that structures of learning are well implemented rather than focus on activities that oriented to students like working on projects. Beliefs of perspective and future teachers can be influenced by culture (Jamaluddin et al., 2016). Therefore, the experiences faced by in service and pre-service influence their opinions about the position of students in the context of instructions. The level of expertise in teaching determines the degree to how teachers value their practice.
Conclusion
The success of the implementation of reforms in education tends to turn students into active learners (Donnell et al., 2015). It’s important to know that teachers determine the curriculum in the school. Teachers in administration positions should be well supported so that they can have positive attitudes on reforms implementation. When our unconscious realities change, we tend to be paying attention to the latest people, new job opportunities and new beliefs (Hockmeyer, 2015). We usually do not view happenings as they probably are, but instead, we see them as we are. Inadequate research has been taking place on the stand of innovation among pre-service students. Even though beliefs resist change, studies illustrate that teachers who are in pre-service and are based in the field work can be able to learn new skills that supplement the curriculum that is viewed as traditional.
References
Moseley, C., Utley, J., Angle, J., & Mwavita, M. (2016). Development of the Environmental Education Teaching Efficacy Belief Instrument. School Science and Mathematics, 116(7), 389-398.
Seo, S. J. (2016). Teaching Efficacy Belief as a New Paradigm for Teacher Career Development and Professionalism in Korea. In Asia-Pacific Perspectives on Teacher Self-Efficacy (pp. 53-69). SensePublishers, Rotterdam.
Donnell, L. A., & Gettinger, M. (2015). Elementary school teachers’ acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development. Teaching and Teacher Education, 51, 47-57.
Jamaluddin, R., Rashid, A. M., Ismail, H., & Kamis, A. (2016). Teachers’ Level of Belief in Teaching Family Education: A Survey from the Ecological Perspective. Advanced Science Letters, 22(5-6), 1398-1401.
Hockmeyer, W. (2015). The impact of participation in a leadership development program on transformational leadership behaviors (Doctoral dissertation, University of Phoenix).