Module 2

Teacher Belief
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* They are personal convictions that teachers hold about education and thier role
in the classroom.
* they can significantly influece teachers aproach
* View teachers hold on there student
* Some teachers believe they are responsible for imparting knowledge to there
student
* Some teachers see them selves as facilitator
* The value that teachers put on different teaching methods and strategies
* Some believe in traditional method while some believe in student centered
approach
* In conclusion, teacher beliefs are powerful force in education and can
significantly influence the way that teachers approach there work and the
decisions they make in classrooms.

Level of Thinking About Teaching

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Level 1. Focus: What the student is
* Teacher serves as dictator/authoritarian
* Teachers see their responsibility as knowing thier content well and expounding it
clearly.
* Its transmit information through lecturers, so difference in learning are
attributed to diverse learning styles
* Assessment being the instrument for sorting the more able forom less
* Student are to absorb and report back accurately
* How well student do these things depend on their ability, motivation,and even
there ethnicity
* Xtics: Blame the student theory of teaching.
* It is totally unreflective
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Leve 2. Focus: What the teacher does:
* Focus on what teachers do
* Based on transmission, but transmitting concepts and understanding
* Level 2 teacher works at obtaining an armoury of teaching skill.
* The teachers is blamed
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Level 3. Focus: What the student does
* What the student does and how it relates to teaching.
* Student-centered model of teaching.
* Support learning
* Mastery of Variety of teaching techniques
* How well the intended learning outcomes are archieved
* What the student are to learning and what are the intended or desirable outcomes
of their learning
* What it mens for student to 'understand' content in the way that is stipulated in
the learning outcomes
* What kind of teaching/learning activities are required to achieve the stipulated
levels of understanding
* Clarifying our intended learning outcomes
* undertake learning activities
* check that thier levesl of understanding and performance are what we intended
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Impact of teacher belief on the teaching and learning process
1. Influence on intructional methods
* Pivotal role in shaping thier instructional methods
* Their convictions about the learning process can significantly impact
classroom dynamics and student engagement
 * Belief that student learni throuhg hands-on practice and experiental
activities\
* Choice of instructional method
* the influence of teacher belief extends to the creation of of supportive
and dynamic learning environment
* Assessment strategies are also tailored to align with these beliefs
2. Impact on student motivation and engagement:
* Teachers' perception about their student
* Set dynnamic and inspiring learning environment
* The belief in students' high level of achievement serves as catalyst for
teachers to implement challenges and enriching education experience.
* Low expections affect student motivation and engagement
* Low expectation may result in lack of challenge and stimulating learning
experiences.
* positive expection fromteacher contributed to the development of a growth
mindset
3. Influence on teacher-student interections:
* Teachers' belief regarding the role of themselves and their student
significantly shape the nature of intereaction withing the classroom, ultimately
affecting the learning environment.
* An authoritarian approach is characterised by a more directive and
controlling role of the teacher
* A teacher who embraces a student-cented approach believes in fostering a
more collaborative and interactive environment
* Impact of these beliefs extends beyond instructional methods to the overall
classroom atmosphere and the quality of relationships between teachers and students
* The choice between these approaches can influence student's perceptions of
their capabilities and the value of thier contributions.
4. Impact on classroom climate:
* Teacher belief about thier student and learning process are instrumental in
shaping the classroom climate, which plays a pivotal role in influencing the
overall learning experience.
* When teachers hold positive believe on student, recognizing their potential
and diverse capabilities, it contributed to the creation of positive and suppirtuve
classroom climate
* Negative belief can contribute to a detrimental classroom climate that
hinders learning and student engagement. In such cases students may feel
demotivated, or disengaged, leading to lack of enthusiasm for learning
* Teachers' belief influence the way they respond to challenges and setback
within classroom
* The classroom climate also extends ro the social dynamics among students
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Changing Teacher Belief
* Teacher beliefs are often deeply held and difficult to change.
* These belief may come from our experiences
* Teachers may be resistant to change, believing that their belief served them well
* Teachers may have strong emotional attachment on their belief
* These beliefs are often influenced by a variety of factors, including personal
experiences, education and training, and cultural and social influence.
* Teachers may be resistant to change because they feel they do not have the time
or resources to implement new practices or approaches.
* There may be organisational barries that make it difficult for teachers to change
their belief
* Our beliefs are not set in set in stone and that they can should evolve over
time.
* As time goes on, we realise that some belief no longer serve us or our student as
well as they once did
* One way to approach to change our beliefs is to be opne to new ideas and
perspectives.
* Cultivate growth mindset
* Profession development: Workshops, conferences and professional development
courses
* COllaboration: WOrk with colleages to discuss and reflect on teaching practices
and belief
* Research
* Mentorship
* Reflective practice