Status : Verified
| Personal Name | Olegario, Lizamarie Campoamor |
|---|---|
| Resource Title | Pedagogical beliefs among public school teachers: consonances and dissonances between beliefs and practices |
| Date Issued | July 2017 |
| Abstract | This study aimed at determining the beliefs of public school teachers about learners, classroom teaching, and assessment of learning outcomes and how the beliefs on the teaching-learning process are translated into practice. Factors that influence the translation or non-translation of beliefs to practice as well as points of consonances and dissonances between beliefs and practices of teachers and the K-12 curriculum principles were identified. Forty five (45) Quezon City public high school teachers were interviewed, and from these, 16 teachers were selected for observation in their classes, four teachers in each area of studies: araling panlipunan (social studies), English, math, and science. Data gathered were analyzed thematically. Biased and fixed mind-set dominantly represented the beliefs of teachers about the learners. The teachers believed that the most appropriate teaching approach for such learners was either the use of group aciivities as endorsed by the K to 12 curriculum or ones that characterize the principles of behaviorism. They also were more inclined to rely more on traditional assessment to gauge student learning. Teachers’ beliefs and practices influence one another. Consonance between beliefs and practices lead to more favorable classroom teaching practice brought about mainly by better general pedagogical and content knowledge. Teachers’ rich pedagogical knowledge, strong conviction in their belief, passion and commitment, and focus on student learning facilitated translation of beliefs to practice. To bridge the gap between the intended curriculum prescribed by the Department of Education and the implemented curriculum by the teachers, it is recommended that the teachers’ be more involved in the planning and development of the curriculum as well as be provided continuing professional development. |
| Degree Course | Doctor of Philosophy in Education (Educational Psychology) |
| Language | English |
| Keyword | high school teachers; attitudes; in-service training; teacher-student relationships |
| Material Type | Thesis/Dissertation |
Preliminary Pages
2.22 Mb
Category : F - Regular work, i.e., it has no patentable invention or creation, the author does not wish for personal publication, there is no confidential information.
Access Permission : Open Access