|Published online: May 18, 2015||$US5.00|
This study focused on measuring K-12 teachers’ (N= 265) beliefs of the learning process, and the extent that those beliefs drove instructional decisions in the classroom. Furthermore, this study explored patterns and relationships between gender, years of teaching experience, and grade level being taught with the teachers’ beliefs and their perceived classroom practices. Teachers completed a validated survey that used Brain-Based Learning Theory as the basis of effective instructional strategies. The results suggest that there are strong correlations between teacher beliefs and their perceived practices. Furthermore, it was determined that teachers overwhelmingly feel the need to better trained on how the brain learns best. Lastly, major discrepancies were identified between the instructional grade level of the teachers and their beliefs and practices. Implications from this study revealed that teachers are lacking training on the student learning process, and would be more willing to incorporate more effective instructional practices if they knew more about them. Furthermore, this study suggests that secondary teachers have a significantly lower focus on student learning, and are the most resistant to change in the way they teach. These results can help teachers and administrators find ways to better deliver classroom instruction by addressing teacher beliefs and their current practices.
|Keywords:||Instruction, Brain-Based Learning, Teacher Development|
The International Journal of Pedagogy and Curriculum, Volume 22, Issue 3, September 2015, pp.27-36. Article: Print (Spiral Bound). Published online: May 18, 2015 (Article: Electronic (PDF File; 424.451KB)).
Assistant Professor, Department of Health and Physical Education, Indiana University of Pennsylvania, Indiana, PA, USA