In order to examine the student-teachers believe about the nature of knowledge which also knows as the epistemological beliefs .In the present literature, there has been an development of the framework of epistemological beliefs to include beliefs about the nature of knowledge and knowledge acquisition. Educators and researchers often argue that teachers’ beliefs and value systems will shape their conceptions and practical theories in classroom teaching, eventually influencing their instructional strategies and performance in the classroom. When applied to the teachereducation context, student-teachers’ beliefs are one of the variables affecting student teachers’ classroom practices at the behaviour level. The extent to which initial teacher education programs can impact on student teachers’ beliefs and hence their classroom practices is a concern in teacher education. The preparation of prospective teachers to engage in effective classroom practices is critical to the quality of school education.
Epistemology can be defined as the investigation of the nature and extent of learning and defended conviction. It breaks down the idea of information and how it identifies with comparable thoughts, for example, truth, conviction and legitimization. It likewise manages the methods for creation of information, and also wariness about various learning claims. It is essentially about issues doing with the creation and spread of learning specifically
Teachers normally know what is best for their students.. Students know a lot more than you think they do. Kids probably know more than what their parents think they know, kids are exposed to a lot of different language in high school than normal. Teenagers have internet, cell phones, ipads, and a lot more than their parents did when they were young. Young people don’t realize how good their life is now days that they have.
As Smylie (1995, as cited in Gay, 2010) states, the duty of the teachers is not only learning new subjects and instructional strategies, but also changing their beliefs of practice and “theories of
In chapter 2, “Pedagogy of the Oppressed” by Paul Freire, he explains his view of the educational system. Freire argues that the educational system uses the wrong method of teaching, the “banking” method to teach students. He suggests a new method called “problem-posing.” He believes that this method is more effective for students and teachers.
Banking education is based on teachers assuming that the students are passive and that they can take all control, determine what would be learned and just “fill” the students with facts.
Everyone has ineffable difficulties in their mind. When we were children, most children learned the same things at school. But, why are their lives going in different directions? Children grow up in different families that have different family values. Students not only just study in schools, but also they learn
The teachers are storing information into their student’s minds. The students are expected to memorize what they are being told and can recall when they are asked to. Student’s don’t argue or question what they are being told, they just
3. QUALITATIVE RESEARCH THEORY
3.1 QUALITATIVE RESEARCH
Qualitative research is a form of research in which the researcher collects and interprets data, meaning the researcher is as important in the research process as the participants and the data they provide. Reason and Rowan (2004) have argued that the core element of a qualitative research approach is to connect meanings to the experiences of respondents and their lives. According to Clissett (2008) qualitative research involves a variety of research methods that can be used to explore human experience, perceptions, motivations and behaviours. Qualitative research is characterised by collection and analysis of words in the form of speech or writing.
In his 1985 KERA presidential address, Lee Shulman identified a special domain of teacher knowledge, which he referred to as pedagogical content knowledge.
He distinguished between content as it is studied and learned in disciplinary settings and the “special amalgam of content and pedagogy” needed for teaching the subject. These ideas had a major impact on the research community, immediately focusing attention on the fundamental importance of content knowledge in teaching and on pedagogical content knowledge in particular.
Shulman defined pedagogical content knowledge as:
Positivism can be understood as the idea that the methods of the natural sciences should be used to study human and social matters. In this essay I will be explaining how positivism gave substance to the idea whilst paying particular attention to the role of induction and deduction. Positivism has had some influence in Education and the essay will attempt to outline and critically discuss some of these influences.
The knowledge that we acquire is from observations with the aid of our senses.
Many aspects of public education are problematic. For example, the usefulness in grading systems (other than IB schools) are questionable. It cages up creativity and makes the students unmotivated. Also many times the grading system is just wrong. When students write something and give it to the teacher to grade sometimes they can get a horrible grade.
Teaching philosophy is described by Sadker and Sadker as,
“Behind every school and every teacher is a set of related beliefs - a philosophy of education – that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher’s role and what should be taught and by what methods.” (Teacher, Schools and Society. 2005).
With this definition in consideration, my teaching philosophy is “I believe that children learn best when they are given the chance to choose, discuss and explore what they want to learn, when they want to learn and how they want to learn.
Globalization is the process of transformation of the whole world into the global village, and it means that the borders of countries are open to reciprocal integration and connection. All governmental systems in both developed and developing countries were under the influence of various globalization processes. Regarding education, it is considered that developing countries felt significant impact of the globalization processes in the last 40 years. Globalization and education are considered as an intertwined set of global processes affecting education, such as worldwide discourses on human capital such as are lifelong learning, the knowledge economy and technology, English as a global language; multilateral organizations and multinational corporations.
Educational discourses generally assign to human capital, lifelong learning for improving job skills, and economic development, because most governments prioritize the developing the human capital to stimulate economic progress.
