TEACHERS' BELIEFS

Teachers' Beliefs

Teachers' Beliefs

In modern academic world, teaching and learning is not always what it seems. Today, training was transferred from the mother to a more formal environment to promote learning, where a teacher or educator to speculate academic results and a critical analysis of psychological thought, directly or indirectly (Thompson, 1992, p. 127 - 146). In all aspects, there is an acceptable learning theory, which involves a set of pedagogical practices inside and outside the classroom. The theory includes cognitive, behavioral and social aspects. These theories are needed in order to motivate students. Motivation of students is one of the most important tasks of education.

One important aspect of research on teachers' beliefs is the belief that they have a great influence on the beliefs of students (Shor, 2000, pp. 209 - 231). Another principle in the study of teachers' beliefs is that we should acknowledge the central role of teachers in changing or reforming mathematics education (Kagan, 1992, pp. 65 - 70). Studies show that for Germany in particular, the implementation of reform ideas and attempts to change educational practices in the administrative procedure will not work. This is especially true in the field of statistics and probability education (two-term stochastics will be used in the future). Therefore, it is one of the main hypotheses state that to understand all the teachers to contemplate their teaching of mathematics is a prerequisite for any attempt to change their teaching practice. Thus, the starting point for understanding the reflection of teachers and recovery solutions as they plan their stochastics instruction, their individual educational plans Stochastics (Nespor, 1987, pp. 317 - 328).

Some programs choose not to improve the practice, but instead they seek to prepare teachers who fit into the structure of current practice. These programs hire teachers to engage in practicing methods of exchange and to prevent teachers from learning courses funds, which can serve as a springboard for questioning the current method of training. But many of us in teacher education tend to improve current practices are confident that regardless of how effectively the current practice may be in some schools, and in some classes, it offers opportunities for improvement. If this assumption is correct, it begs the question: "Why are we not more successful?" (Pajares, 1992, pp. 307-332)

Thompson (1992, p. 127 - 146) Advanced one explanation, namely that the thousands of hours that future teachers spend as students in the class form their beliefs. These conservative beliefs remain hidden during the formal training in pedagogy at the university and become the main force after the candidate in his own classroom.

Subsequently, Kagan (1992: pp. 65 - 70) explains this situation in part to the belief that teachers bring to teacher education. It is not clear what the source of these beliefs may be a product of their upbringing, is a reflection of their life experience, or as a result of socialization processes in schools. Nevertheless, teachers have strong beliefs about the role education can play, the ...