A Study of Teachers’ Perceived Beliefs Regarding Teaching Practice

Affiliation(s)

Doctoral Program in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

Center for Research in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

Centre of Excellence in Mathematics, CHE, Bangkok, Thailand.

Doctoral Program in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

Center for Research in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

Centre of Excellence in Mathematics, CHE, Bangkok, Thailand.

ABSTRACT

This study aimed to explore the perceived beliefs of the teachers regarding teaching practice in the con- text of a three year professional development project implementing lesson study incorporating Open Ap- proach conducted by the Center for Research in Mathematics Education. The teaching practice set under the cycle of lesson study were as follows: 1) collaboratively designing research lesson at least once a week; 2) Collaboratively observing their friends teaching the research lesson taken 3 - 4 hours per a week; 3) Collaboratively conducting post-discussion or reflection on teaching practice conducted once a week. From these three phases, Open Approach was used as an approach such as how to change teachers’ roles to be more facilitator and the like. The data were collected through questionnaire distributing to teachers in three schools in the project. In addition, the qualitative data were collected by participatory observation on teaching practice of one teacher twice a week throughout one academic year, interviewing the con- cerned teacher and other teachers in the lesson study team. The findings, where teachers’ perceived be- liefs regarding teaching practice were classified into three categories and these were: 1) about mathemat- ics teaching; 2) about students’ learning mathematics; 3) about social context.

This study aimed to explore the perceived beliefs of the teachers regarding teaching practice in the con- text of a three year professional development project implementing lesson study incorporating Open Ap- proach conducted by the Center for Research in Mathematics Education. The teaching practice set under the cycle of lesson study were as follows: 1) collaboratively designing research lesson at least once a week; 2) Collaboratively observing their friends teaching the research lesson taken 3 - 4 hours per a week; 3) Collaboratively conducting post-discussion or reflection on teaching practice conducted once a week. From these three phases, Open Approach was used as an approach such as how to change teachers’ roles to be more facilitator and the like. The data were collected through questionnaire distributing to teachers in three schools in the project. In addition, the qualitative data were collected by participatory observation on teaching practice of one teacher twice a week throughout one academic year, interviewing the con- cerned teacher and other teachers in the lesson study team. The findings, where teachers’ perceived be- liefs regarding teaching practice were classified into three categories and these were: 1) about mathemat- ics teaching; 2) about students’ learning mathematics; 3) about social context.

Cite this paper

Changsri, N. , Inprasitha, M. , Pattanajak, A. & Changtong, K. (2012). A Study of Teachers’ Perceived Beliefs Regarding Teaching Practice.*Psychology, 3,* 346-351. doi: 10.4236/psych.2012.34049.

Changsri, N. , Inprasitha, M. , Pattanajak, A. & Changtong, K. (2012). A Study of Teachers’ Perceived Beliefs Regarding Teaching Practice.

References

[1] Baba, T. (2007). How is lesson study implemented? In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.), Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement. Singapore City: World Scientific Publishing. doi:10.1142/9789812707475_0001

[2] Ernest, P. (1988). The impact of beliefs on the teaching of mathematics. Paper prepare for ICME VI. Budapest: Hungary. URL (last checked 1 January 2004). http://www.ex.ac.uk/~PErnest/impact.htm

[3] Forgasz, H., & Leder, G. (2008). Beliefs about mathematics and mathematics teaching. In P. Sullivan, & T. Wood (Eds.), Knowledge and beliefs in mathematics teaching and teaching development. Rotterdam: Sense Publishers.

[4] Inprasitha, M. (2003). Reforming of the learning processes in school mathematics with emphasizing on mathematical process. Bangkok: National Research Council of Thailand.

[5] Inprasitha, M., & Loipha, S. (2007). Developing student’s mathematical thinking through lesson study in Thailand. Progress report of the APEC project: Collaborative studies on innovations for teaching and learning mathematics in different cultures (II)—Lesson study focusing on mathematical thinking. Center for Research on International Cooperation in Educational Development.

[6] Lewis, C. (2000). Lesson study: The core of japanese professional development. New Orleans: Special Interest Group on Research in Mathematics Education American Educational Research Association Meetings.

[7] Philipp, A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning. Reston: National Council of Teachers of Mathematics.

[8] Ponte, J. P., Berger, P., Cannizzaro, L., Contreras, L. C., & Safuanov, C. (1999). Research on teachers’ beliefs: Empirical work and methodological challenges. In K. Krainer, F. Goffree, & P. Berger (Eds.), Proceedings of the 1st conference of the european society for research in mathematics education, 3.

[9] Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.

[10] Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: MacMillan.

[11] Yoshida, M. (2005). An introduction to lesson study. In W.-I. Patsy, & Y. Makoto (Eds.), Building our understanding of lesson study. Philadelphia: Research for Better Schools, Inc.

[12] Yoshida, M. (2008). Exploring ideas for a mathematics teacher educator’s contribution to lesson study. In D. Tirosh, & T. Wood (Eds.), The international handbook of mathematics teacher education. Tools and Processes in Mathematics Teacher Education (Volume 2). Rotterdam: Sense Publishers.

[1] Baba, T. (2007). How is lesson study implemented? In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.), Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement. Singapore City: World Scientific Publishing. doi:10.1142/9789812707475_0001

[2] Ernest, P. (1988). The impact of beliefs on the teaching of mathematics. Paper prepare for ICME VI. Budapest: Hungary. URL (last checked 1 January 2004). http://www.ex.ac.uk/~PErnest/impact.htm

[3] Forgasz, H., & Leder, G. (2008). Beliefs about mathematics and mathematics teaching. In P. Sullivan, & T. Wood (Eds.), Knowledge and beliefs in mathematics teaching and teaching development. Rotterdam: Sense Publishers.

[4] Inprasitha, M. (2003). Reforming of the learning processes in school mathematics with emphasizing on mathematical process. Bangkok: National Research Council of Thailand.

[5] Inprasitha, M., & Loipha, S. (2007). Developing student’s mathematical thinking through lesson study in Thailand. Progress report of the APEC project: Collaborative studies on innovations for teaching and learning mathematics in different cultures (II)—Lesson study focusing on mathematical thinking. Center for Research on International Cooperation in Educational Development.

[6] Lewis, C. (2000). Lesson study: The core of japanese professional development. New Orleans: Special Interest Group on Research in Mathematics Education American Educational Research Association Meetings.

[7] Philipp, A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning. Reston: National Council of Teachers of Mathematics.

[8] Ponte, J. P., Berger, P., Cannizzaro, L., Contreras, L. C., & Safuanov, C. (1999). Research on teachers’ beliefs: Empirical work and methodological challenges. In K. Krainer, F. Goffree, & P. Berger (Eds.), Proceedings of the 1st conference of the european society for research in mathematics education, 3.

[9] Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.

[10] Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: MacMillan.

[11] Yoshida, M. (2005). An introduction to lesson study. In W.-I. Patsy, & Y. Makoto (Eds.), Building our understanding of lesson study. Philadelphia: Research for Better Schools, Inc.

[12] Yoshida, M. (2008). Exploring ideas for a mathematics teacher educator’s contribution to lesson study. In D. Tirosh, & T. Wood (Eds.), The international handbook of mathematics teacher education. Tools and Processes in Mathematics Teacher Education (Volume 2). Rotterdam: Sense Publishers.