Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/65584
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dc.contributor.authorJokic Zorkic, Tijana-
dc.contributor.authorJovanovic, Vitomir-
dc.date.accessioned2020-12-14T07:09:22Z-
dc.date.available2020-12-14T07:09:22Z-
dc.date.issued2020-08-
dc.identifier.citationJokic Zorkic, T., & Jovanovic, V. (2020). Constructivist beliefs and teaching practices in different school environments. Malta Review of Educational Research, 14(S), 13-26.en_GB
dc.identifier.urihttps://www.um.edu.mt/library/oar/handle/123456789/65584-
dc.description.abstractThe goals of this paper are: a) to identify dominant teachers’ practices (teaching and co-operation with colleagues) as well as constructivist beliefs and b) to analyze the differences in the school environment where different groups of teachers work (more precisely, the school climate and feedback teachers receive in school). The secondary analysis (cluster analysis and ANOVA) of TALIS 2013 data enabled attaining the research goals. Four groups of teachers were identified with varying patterns of scores on three variables – constructivist beliefs (about teaching and learning), co-operation with colleagues, and teaching practices – through cluster analysis: one group with all three highly positive scores, one with all three highly negative scores, and two groups of teachers with moderately developed teaching practices but with varying beliefs and co-operation practices. All groups differ significantly in the extent to which teachers find the feedback they receive in schools important. Also, the majority of the groups significantly differ in teachers’ assessment of the school climate (that is based on respect and mutual trust). A trustful and supportive school climate and frequent feedback are the characteristics of the schools where the teachers work using structured, student-centered, and enhanced teaching practices and frequently cooperate with their colleagues. The results suggest that systematic practices of co-operation with other teachers and a system of receiving and giving feedback on various aspects of professional practices, in a supportive school climate, possibly strengthen effective teaching practices regardless of the teachers’ beliefs about teaching and learning. From the policy perspective, strengthening the school climate that is based on mutual respect and support and developing a system of teacher feedback is considered as possible ways of teacher professional development for meaningful and effective teaching practices.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Malta. Faculty of Educationen_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectTeaching -- Methodologyen_GB
dc.subjectTeaching -- Researchen_GB
dc.subjectSchool environmenten_GB
dc.subjectTeachers -- Attitudesen_GB
dc.subjectTeachers -- Psychologyen_GB
dc.titleConstructivist beliefs and teaching practices in different school environmentsen_GB
dc.typearticleen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.description.reviewedpeer-revieweden_GB
dc.publication.titleMalta Review of Educational Researchen_GB
Appears in Collections:MRER, Volume 14, Supplement Issue
MRER, Volume 14, Supplement Issue

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