As Pajares (1992) stated providing a concrete definition of teachers’ beliefs was very challenging. In this research, teaching belief or teachers’ belief is defined as “psychological understandings, premises, or propositions about processes, variables, and actors that are central to learning and instructional settings” (Valcke, Sang, Rots, & Herman, p. 622).
Published in Chapter:
Examining Teacher Candidates' Evolution of Teaching Belief
Shikun Li (Nanjing Normal University, China)
Copyright: © 2020
|Pages: 17
DOI: 10.4018/978-1-7998-5268-1.ch015
Abstract
By using video feedback as a treatment, this quasi-experimental study is aimed to capture the dynamic evolution process of teacher candidates' belief of comprehensible input. It compares the changes in teacher candidates' belief of comprehensible input among different feedback groups. A mixed method, which contains the pre and post surveys, semi-structured interviews, and micro-teaching assignments decoding, is used to boost the internal validity of the research design. An ANCOVA analysis was conducted through controlling different co-variances. The results suggest that after the treatment there is no statistically significant difference in teacher candidates' post-treatment belief of comprehensible input. This result is aligned with the patterns that were generalized from semi-structured interviews: 1) a lack of changes in the teacher candidates' belief of comprehensible input after receiving feedback, 2) an alignment between the teacher candidates' micro-teaching performances and their belief of comprehensible input, and (3) the teacher candidates' positive perceptions of the video feedback.