Mathematics and science teachers' beliefs about innovations in teaching: A qualitative study
Апстракт
The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations, which took place during the meetings of the expert council, about the experiences with implementing innovations. The results have shown that the teachers had the perception that innovations ensured higher quality knowledge and additionally motivated students. Still, the predominant narratives were those about the obstacles referring to the lack of time, difficulties in developing teaching activit...ies and grading system, restrictions in the curriculum, as well as the lack of readiness and cooperation on the part of students and parents. A novelty compared to the previous studies was that we cannot speak about typical reactions. Instead, teachers' attitude towards innovations changed depending on whether the experiences were positive or they encountered problems in their implementation. The recommendations for the practice of in-service teacher training and further research are provided in the final part.
Кључне речи:
teachers' beliefs about innovations / qualitative study of teachers' beliefs / in-service teacher training / mathematics teachers / science teachersИзвор:
Zbornik Instituta za pedagoška istraživanja, 2017, 49, 1, 31-54Издавач:
- Institut za pedagoška istraživanja, Beograd
Финансирање / пројекти:
- Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву (RS-179034)
DOI: 10.2298/ZIPI1701031D
ISSN: 0579-6431
WoS: 000416213800002
Scopus: 2-s2.0-85027017433
Колекције
Институција/група
IPITY - JOUR AU - Džinović, Vladimir PY - 2017 UR - http://ipir.ipisr.org.rs/handle/123456789/287 AB - The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations, which took place during the meetings of the expert council, about the experiences with implementing innovations. The results have shown that the teachers had the perception that innovations ensured higher quality knowledge and additionally motivated students. Still, the predominant narratives were those about the obstacles referring to the lack of time, difficulties in developing teaching activities and grading system, restrictions in the curriculum, as well as the lack of readiness and cooperation on the part of students and parents. A novelty compared to the previous studies was that we cannot speak about typical reactions. Instead, teachers' attitude towards innovations changed depending on whether the experiences were positive or they encountered problems in their implementation. The recommendations for the practice of in-service teacher training and further research are provided in the final part. PB - Institut za pedagoška istraživanja, Beograd T2 - Zbornik Instituta za pedagoška istraživanja T1 - Mathematics and science teachers' beliefs about innovations in teaching: A qualitative study EP - 54 IS - 1 SP - 31 VL - 49 DO - 10.2298/ZIPI1701031D ER -
@article{ author = "Džinović, Vladimir", year = "2017", abstract = "The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations, which took place during the meetings of the expert council, about the experiences with implementing innovations. The results have shown that the teachers had the perception that innovations ensured higher quality knowledge and additionally motivated students. Still, the predominant narratives were those about the obstacles referring to the lack of time, difficulties in developing teaching activities and grading system, restrictions in the curriculum, as well as the lack of readiness and cooperation on the part of students and parents. A novelty compared to the previous studies was that we cannot speak about typical reactions. Instead, teachers' attitude towards innovations changed depending on whether the experiences were positive or they encountered problems in their implementation. The recommendations for the practice of in-service teacher training and further research are provided in the final part.", publisher = "Institut za pedagoška istraživanja, Beograd", journal = "Zbornik Instituta za pedagoška istraživanja", title = "Mathematics and science teachers' beliefs about innovations in teaching: A qualitative study", pages = "54-31", number = "1", volume = "49", doi = "10.2298/ZIPI1701031D" }
Džinović, V.. (2017). Mathematics and science teachers' beliefs about innovations in teaching: A qualitative study. in Zbornik Instituta za pedagoška istraživanja Institut za pedagoška istraživanja, Beograd., 49(1), 31-54. https://doi.org/10.2298/ZIPI1701031D
Džinović V. Mathematics and science teachers' beliefs about innovations in teaching: A qualitative study. in Zbornik Instituta za pedagoška istraživanja. 2017;49(1):31-54. doi:10.2298/ZIPI1701031D .
Džinović, Vladimir, "Mathematics and science teachers' beliefs about innovations in teaching: A qualitative study" in Zbornik Instituta za pedagoška istraživanja, 49, no. 1 (2017):31-54, https://doi.org/10.2298/ZIPI1701031D . .
Related items
Showing items related by title, author, creator and subject.
-
Teachers' perceptions of their own initiative: Collective initiative vs. personal initiative / Percepcije nastavnika o sopstvenoj inicijativnosti - kolektivna inicijativa spram lične inicijative
Džinović, Vladimir; Đević, Rajka; Đerić, Ivana; Džinović, Vladimir; Đević, Rajka; Đerić, Ivana (Institut za pedagoška istraživanja, Beograd, 2013) -
New approaches to cooperation with parents through the perspective of class and subject teachers / Novi pristup saradnji sa roditeljima kroz perspektivu nastavnika razredne i predmetne nastave
Polovina, Nada; Jošić, Smiljana; Ćirović, Ivana; Polovina, Nada; Jošić, Smiljana; Ćirović, Ivana (Institut za pedagoška istraživanja, Beograd, 2013) -
Building teacher competence: the role of university teachers and mentor teachers
Štemberger, Tina; Čotar Konrad, Sonja (Belgrade : Institute for Educational Research, 2021)