Theorizing Filipino Pedagogical Beliefs: Narratives of Preservice Elementary Teachers’ Before and After Teaching Immersion

Maria Talitha Estrella L. Borines, Arlyn C. Marasigan
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Abstract

The purpose of this paper is to examine selected preservice elementary teachers' pedagogical beliefs before and after the teaching immersion program using Calderhead's Five Aspects of Pedagogical Beliefs. It aims to uncover meaningful experiences, challenges, and factors that contributed to the change in preservice teachers' pedagogical beliefs. This study employed a qualitative narrative research design with six preservice elementary teachers. The data revealed that the preservice teachers' beliefs significantly changed after the teaching immersion program. The factors contributing to their changes were time constraints, classroom management, and pedagogical responsibilities. However, two factors transcended Calderhead’s framework. Thus, the development of an enhanced framework, Seven Aspects of Pedagogical Beliefs, to include the participants’ beliefs on school culture and mentoring practices. The results of the study provide the pedagogical beliefs, meaningful experiences, challenges, and changes in pedagogical beliefs of pre-service teachers. However, the study is limited to Bachelor of Elementary Education. The study reveals that quality education in teacher education could be furthered through curriculum changes; therefore, it is critical to investigate how pedagogical beliefs influence preservice teachers' classroom decisions. This study uses a qualitative approach to provide a comprehensive picture of preservice teachers' pedagogical beliefs. Given that their beliefs differed before and after their teaching immersion, it is vital to provide new insights into the factors causing this difference.
菲律宾教学信念的理论化:职前小学教师浸入式教学前后的叙述
本文旨在利用考尔德海德(Calderhead)的 "教学信念的五个方面"(Five Aspects of Pedagogical Beliefs),研究选定的小学职前教师在沉浸式教学项目前后的教学信念。本文旨在揭示有意义的经历、挑战以及促使职前教师教学信念发生变化的因素。本研究采用定性叙事研究设计,对六名小学职前教师进行了研究。数据显示,在沉浸式教学项目之后,职前教师的教学信念发生了显著变化。导致他们改变的因素包括时间限制、课堂管理和教学责任。然而,有两个因素超越了考尔德海德的框架。因此,开发了一个增强型框架,即教学信念的七个方面,将参与者对学校文化和指导实践的信念纳入其中。研究结果提供了职前教师的教学信念、有意义的经历、挑战和教学信念的变化。不过,这项研究仅限于初等教育学士。研究揭示,师范教育中的素质教育可以通过课程改革来推进;因此,调查教学信念如何影响职前教师的课堂决策至关重要。本研究采用定性方法,全面了解职前教师的教学信念。鉴于他们在浸入式教学前后的教学信念存在差异,因此对造成这种差异的因素提供新的见解至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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