Volume 18, No. 5, 2021
Teacher Beliefs About Instructional Choice: Gender Differences In Education
Dr. Zahid Ullah , Abdul Wahid Aresar , Dr. Nosheen Saba , Muhammad Fazil , Sher Daraz , Nasrullah Khan
Abstract
Teacher’s belief regarding their subject, students and their instructional decision influence their pedagogical practices. Unfortunately, for the most part, teachers have adequate knowledge they don’t utilize constructivist conception of teaching learning practices. Teachers hold different beliefs i.e. naïve or sophisticated which enforce teachers to adopt positivist or constructivist teaching practices. The study employed descriptive research design, involving collecting quantitative data followed Mean standard deviation and t test as data analysis techniques. The population of the study constituted all 1045 secondary chemistry teachers of zone 2in Khyber Pakhtunkhwa. Targeted sample were 450 secondary school chemistry teachers. Random sampling technique was used to collect data from secondary chemistry teachers in three districts Mardan, Nowshera and Swabi. Finding of the study revealed that teachers hold a range of beliefs i.e. naïve and sophisticated beliefs and those beliefs in return influences teachers how to teach. The study recommends for teachers, teacher educators, curriculum developer and ministry of education to diagnose and unravel chemistry teacher’s beliefs, and if alterations of beliefs are desired, encourage mediation to reshape those beliefs through proper mentoring.
Pages: 2447-2453
Keywords: Epistemological Belief, Naïve and Sophisticated Belief, Pedagogical Practices, Positivist and Constructivist Teaching Conceptions.