25-04-2016, 12:40 PM
Abstract
This study is an investigation of the effects of intentional conceptual reflection and progressive ideology applied as an instructional methodology on pre-service teachers’ pedagogical beliefs over one semester. Pedagogical belief change was measured in two ways. Students took the Teacher’s Survey: Combined Versions 1-4 Part J (Becker & Anderson, 1998)
before and after the class. A paired samples t-test revealed statistically significant (p < .01) changes in their pedagogical beliefs although the practical significance of these findings is less compelling. The researchers also used an a priori context analysis to code personal educational philosophies written by students before and after the class. A Chi-square test of the changes revealed no statistically significant change in pedagogical beliefs (p = .71). The disparity between these findings is discussed along with future areas for research
This study is an investigation of the effects of intentional conceptual reflection and progressive ideology applied as an instructional methodology on pre-service teachers’ pedagogical beliefs over one semester. Pedagogical belief change was measured in two ways. Students took the Teacher’s Survey: Combined Versions 1-4 Part J (Becker & Anderson, 1998)
before and after the class. A paired samples t-test revealed statistically significant (p < .01) changes in their pedagogical beliefs although the practical significance of these findings is less compelling. The researchers also used an a priori context analysis to code personal educational philosophies written by students before and after the class. A Chi-square test of the changes revealed no statistically significant change in pedagogical beliefs (p = .71). The disparity between these findings is discussed along with future areas for research