Search results for: Teacher beliefs

This discussion focuses on an aspect of teacher education for diversity. It is preservice teachers’ and teacher educators’ attitudes and beliefs about racial, cultural, and ethnic differences. Throughout this discussion, problematic attitudes and beliefs about various dimensions of cultural diversity are identified; explanations about how they are manifested among teacher education students are presented; their effects and consequences are proposed; and some suggestions are made for developing more positive attitudes and actions toward cultural diversity in teaching.

The Internet has become one of the most common instructional tools because of recent developments in telecommunications and Internet technology. Accordingly, educators increasingly support the use of the Internet in the social studies classroom. Thus, the purpose of this study was to investigate pre-service elementary teachers' beliefs about the use of the Internet in the social studies classroom.

In a sequential mixed methods design, the authors sought to examine the relationship between teachers’ beliefs and their instructional technology practices among technology-using teachers who worked at technology-rich schools. The authors' goal was to ultimately describe if change in practice toward a student- centered paradigm occurred.

This study focused on “digital natives” as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise. The study also focused on these preservice teachers to identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. The findings suggest that, growing up with technology, digital natives as preservice teachers are savvy with basic technologies and social-communication technologies. However, their technology proficiency is limited by both the narrow scope and the lack of depth of their technology activities.