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Mathematics and science teachers' beliefs about innovations in teaching: A qualitative study

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2017
284.pdf (330.3Kb)
Authors
Džinović, Vladimir
Article (Published version)
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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 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.

Keywords:
teachers' beliefs about innovations / qualitative study of teachers' beliefs / in-service teacher training / mathematics teachers / science teachers
Source:
Zbornik Instituta za pedagoška istraživanja, 2017, 49, 1, 31-54
Publisher:
  • Institut za pedagoška istraživanja, Beograd
Funding / projects:
  • From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)

DOI: 10.2298/ZIPI1701031D

ISSN: 0579-6431

WoS: 000416213800002

Scopus: 2-s2.0-85027017433
[ Google Scholar ]
3
3
URI
http://ipir.ipisr.org.rs/handle/123456789/287
Collections
  • Radovi istraživača / Researchers’ publications
  • Zbornik Instituta za pedagoška istraživanja
Institution/Community
IPI
TY  - 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 . .

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