Teachers' Attitudes Towards Education - Term Paper Example

TEACHERS ATTITUDES TOWARDS EDUCATION Outline I Meaning of Reform i. Nature of education reforms ii. Teachers’ approach towards reforms iii. Teachers’ motivation and professionalism II. Technology and scientific observation i. Experience and general knowledge ii. Appreciating fresh ideas and innovation III. Understanding the results achieved i. Conceptualizing of the results attained ii. Measuring of the results to scrutinize level of attainment iii. Experimentation to estimate the level of success got iv. Drawing conclusions from the theories Teachers’ attitudes towards Education Reforms Meaning of Reform Nature of education reforms Over the years, educational reforms has provided evidence that reforms in education is persistent and aims at focusing on the cyclical aspect of reforms. In order to achieve sustained and genuine educational reform, teaching requires realistic professional status. It is believed that educational reforms lies in the hands of the classroom experts, but if suggestions are to be undertaken, those associated in teaching ought to recognize the ideal professionals and award them due respect. Reform demand conditions causing change. Educators cannot be exhorted to change if their actions and obstacles are largely ignored (Boyd et al 73). Major barrier to educational reform resonate in the way of excellent education. In many schools, administrative, physical, and psychological conditions militate against carrying out principal curricular reform efforts. Essentially, teachers have limited time to study, think, organize materials, consult with colleagues, and individually counsel students. Teachers do not have computers for recordkeeping and word processing, private offices, expert consultancy access, laboratory assistants, and additional support from professionals (Hoppe, Person and Birgegård 56). In the similar vein, obstacles to reform are eliminated while positive conditions for change are recognized. They need to reiterate adoption of an environment for administrators and teachers that motivate experimentation, centered on long-term gains, as opposed to instantaneous goals as increasing test scores, and appreciating and rewarding innovation (Boyd et al 142). Teachers’ approach towards reforms Creative ideas for education reforms arise from a variety of sources. Only teachers can provide the insights that emerge from intensive, direct experience in the classroom. They engender reform tasks by imparting knowledge to students, crafting, and adopting an excellent school culture (Raymond 111). Where teachers are not persuaded of the value of proposed changes, they may fail to implement educational reforms. Teachers are pertinent to reform, but they are not solely responsible for attaining goals. They require allies since they cannot change the textbooks alone or mount sensible testing policies. Creation of administrative support systems demands that the public understand the direction of reforms, obstacles, successes and mobilizing funds to pay for reforms (Hoppe, Person and Birgegård 147). Education policymakers and school administrators should support teachers. Teachers require the input of academic colleagues such as scholarly experts on appropriate subject matter, learning, child development, and the educational prospects of current technologies. Nationally, reform requires inclusiveness in addressing all characteristics of the system (Fulton and Torney-Purta 90). Reform in science education relies on changing current curricula from early childhood to high school. To make new curricula function, changes ought to occur in the preparation of teachers, the textbook content and other learning materials (Raymond 120). Furthermore, the changes require compatibility, or they cancel each other. If careful system wide planning precedes action, no condition of planning is significant than citing priorities. Teachers’ motivation and professionalism Focusing on practices and teacher knowledge demands immediate goals to examine the functions of a teacher motivation in Professional development. Goldsmith and Schifter (1997), for instance, suggested that teacher development descriptions need to add aspects of dispositional factors and individual motivational. Similarly, in a modern review, Tittle (2006) accomplished that while affective (or dispositional) characteristics and motivation are critical to teacher learning. Limited studies address grey areas that probably significant for long-term professional learning assessments and development. Boyd et al. (2003) hinted the vital role of teacher motivation and professionalism as one a key recommendations. A basic challenge for teacher professionalism lies in drawing teachers and maintaining their participation so as to get motivated and act professionally (Bobis and Cusworth 67). Motivational concerns allude to participation, teacher confidence or incentives, stays as a pertinent yet understudied element of teacher professionalism and motivational interventions (Goldsmith and Schifter 234). Technology and scientific observation Experience and general knowledge There is increased attention to perceived teachers’ competence with computers, and their matching attitudes toward technology use in the classroom. There are implications on how professional development addresses various learning and teaching challenges. Research has also established variables that differentiate the low and high computer integration in the classroom, with regard to positive expectations, beliefs, comfort level, support, and training (Loomis and Rodriguez 51). Relevant studies examined points to the factors influencing teachers’ decisions to act professionally and participate in honing digital age literacy skills. Furthermore, the level of idea execution results from the gains of effective teacher participation. Others issues deal with the demand for alternative professional development models offering teachers opportunities for inter-communication and access to quality resources (Fifoot 2001). An example is the online mathematics support network and the participation of mathematics teachers in a content-based mentoring program online. The value of dynamic engagement is ideally for professional growth and development (Fulton and Torney-Purta 124). Holistically, the demand for professionalism is in the application of technology that outpaces the capabilities of school to fulfill this need. It demands new methods to give satisfactory technical instruction to teachers. Appreciating fresh ideas and innovation Students collection from Saudi Arabia sitting for regional standardized exams, have their schools spending up to 35% of the year on test preparation. School funding and futures rely on the student numbers falling into performance bands (Loomis and Rodriguez 98). Great teachers demand benchmarks that determine progress and ensure gaps are closed between pupils in their classroom and children across town. Earlier, schools used to be bartenders of knowledge, and memorization was crucial to success. Measuring students’ abilities help to reiterate formulas and facts. Information recorded informs the widespread digital access in which anyone can look it up. In addition, inherent biases pledged in these new platforms favors extremely self-directed learners (Medcalf-Davenport 237). The basic purpose of teaching drifts away from “deliver and stand” and turn into this: to be persistent about ensuring every pupil graduates ready to create, tinker, and take charge. A visionary middle school principal expresses the balance between science and art within teaching. The art is in the relationships that are built with kids, and the science assessed is purposed to generate real evidence of student growth (Lovat and Smith 67). Most significantly, old-fashioned multiple-choice tests and grade books are not good enough; hence teachers require better tools to track several perspectives of student progress. Kids go beyond mere test scores. The narrative is crucial, and teaching needs renewed classroom relationship management. This considers evidence of student growth and anecdotal notes and (Medcalf-Davenport 107). Teachers ought to be analytical and disciplined in identifying skills, students’ strengths, gaps and consistently turning into a plan of action the classroom data. Understanding the results achieved Conceptualizing of the results attained Teachers’ attitudes and instructional beliefs are central issues in education. Several arguments have been put forward regarding those beliefs have a strong influence on teaching and learning (Loomis and Rodriguez 131). These instructional beliefs and attitudes reflect individual theories of knowing and knowledge. Naturally, this is seen as influencing curriculum decisions teachers. The concept of teachers’ beliefs sets assumptions where teachers hold on to educational processes like curriculum, students, schooling, knowledge, teaching and learning. Teachers’ attitudes and beliefs represent conceptions of teachers, experiential knowledge, realistic knowledge, and individual knowledge. According to Smith and Lovat (1995), attitudes and beliefs act as mental models that drive teachers to practice and process any new information. These attitudes and instructional beliefs mediate between actual implementation and curriculum goals. Teachers make curricular decisions based on their cognitive schemes and own affective situations (Flum and Cinamon 78). Absence of execution of educational reform results in teachers’ attitudes and instructional beliefs dissimilar to the original goals of innovation. If middle and high school teacher’s beliefs do not equate those goals, it is probable that resistance generated gives rise to a low take-up. In the contrary, if teachers’ attitudes and beliefs are attuned with educational reform, it is likely that fresh ideas will be adopted and accepted in the classroom (Fullan 49). Since teachers can be conveyances or obstacles of change, it is extremely essential that before any educational innovation, teachers attitudes and instructional beliefs need to be identified, explored, handled to establish its appropriateness. The knowledge, attitudes, and beliefs of teachers shape their choices in their classrooms (Flum and Cinamon 115). They explain the core instructional practices that have stayed through history. The last decade, saw an increased interest in the study of teachers attitudes, instructional beliefs and their impact on curriculum execution. The low instances of success in diverse educational reforms are considered a principal reason why teachers’ attitudes and instructional beliefs need to be considered (Mills and Ragan 45). It is unlikely that teachers can change their own attitudes and instructional practice regarding values on learning and teaching. In effect, there is more than just taking resources to schools if reforms in education are not achieved. Teachers’ attitudes and instructional beliefs can be re-appraised and confronted in relation to the beliefs and principles surrounding an innovation (Ford 65). Failure to achieve this means that changes will be a ‘travesty’ or cosmetic’ as compared to the original innovation objectives, as occurring in the past with a huge proportion of large-scale innovations. Measuring of the results to scrutinize level of attainment A number of studies show that the current state of teachers’ beliefs is not favorable to adopting technology. From the study of 10 Saudi Arabia teachers in the middle and high school, it was found that even, when teachers possessed technical skills, they were hesitant to execute technology in their classroom (Flum and Cinamon 32). Teachers were not persuaded about the gains of computers in education and supported limited technological classroom roles. The author concluded that factors such as resistance were preferred for teachers opting for traditional methods of instruction. Similarly, Ragan and Mills (1998) evaluated the instructional practices of 30 elementary teachers in the United States in their execution of educational software in a classroom situation. The results showed substantial differences on how the mentioned teachers executed the innovation (Ragan and Mills 108). Other differences in application levels of computer software were associated to different beliefs on the functions of the software. Likewise, Becker (2000) assessed attitudes, beliefs and instructional practices of 4081 middle and high schools teachers and obtained that teachers having greater constructivist inclination to learning and teaching were more probable to apply technology in the classroom (Becker 78). Fulton and Torney-Purta (2000) got similar results. In addition, many teachers dislike employing technology in instruction since there are limited numbers of school computers coupled with the absence of maintenance and availability (Fine and Fleener 62). In the area of science and mathematics education, many middle and high teachers believe that calculators least contribute to learning and should be removed from the classroom. Bobis and Cusworth (1994) while writing on gender opined that female pre-service teachers are more probable to demonstrate negative attitudes to mathematics teaching where calculators and computers are used (Bobis and Cusworth 401). The possibility that these beliefs are changing relies on the evidence from a six-year study carried out by Medcalf-Davenport (1998) which showed that teachers’ attitudes towards technology in education has experienced a minor change (Medcalf-Davenport 132). Experimentation to estimate the level of success got From the survey study of attitudes among Saudi Arabian teachers, ten (10) respondents from middle school and high school compared their attitudes towards of educational reforms over a period of 10 years. Through stratified random sampling, the variables were both high school and middle school teachers against their attitudes towards education reform. The results showed a statistically significant difference regarding teacher control and discipline. These offered limited opportunities for decision-making, self-management, and choices among students. With the t-test result of t=24.00 at p=0.05 for middle school teachers and t=12.25; p=0.05 for high school teachers, it shows consistent evidence that middle school teachers spend more time keeping order and limited time in actual teaching than high school teachers In the survey study, middle school teachers reported less concern with disciplining and controlling their students as compared to high school teachers. However, it was found that middle school students are provided with opportunities to assume responsibility for schoolwork than students in a traditional high school. Educational reforms regarding participation of students in classroom decision-making are provided by high school teachers than the middle school teachers. Second, high school classrooms, as opposed to elementary school classrooms, show less individualized positive student/ teacher relationships (Fulton and Torney-Purta 102). For instance, in the study, both students and observers rated high school teachers as less supportive, less friendly, and less caring than the middle teachers. The study also showed that middle school teachers have lower preference to technology and use of computer-related tools regularly in class sessions. They do not believe in them bringing positive effects on the students’ attitudinal and cognitive outcomes. Overly, a strong evidence of the fact that governments are employing vast resources implies to the realization that technology is yet to be adopted in schools. Expectations of an exciting early learning evolve from early times when computers classes started in many schools to the disappointments of the last decade. Many critics were confident that computers in education were a revolutionary failure. A point of convergence showed that many high and middle school teachers apply higher standards in evaluating students competence, and in ranking their performance. However, there is no predictor of students self determination and sense of efficacy for grades received. If grades change, then we would expect to see a concomitant shift in adolescents self-perceptions and academic motivation. Regarding student performance and assessment of student competency, high school teachers employ more social comparison-based standards and use stricter rules than middle school teachers, prompting drop in grades for early teenagers. Fascinatingly, decline in grades is not associated with the decline in the standardized achievement tests and adolescents scores (Becker 19). The decline mirrors grading practices change than a change in the rate of the students learning. Finally, it was found out that many high school teachers believe they are less effective as teachers of low ability students than middle school teachers. This came out strongly as the greatest differences between high school and middle school teachers. Teachers in high schools are substantially less confident in efficacy of teaching than middle school teachers in school within similar geographical region (Becker 61). Drawing conclusions from the theories The information revolution in education seems to have reached substantially. Absence of training, educational software, hardware availability with inadequate preparation time, and conventional teachers’ attitudes, beliefs, and practices appear to be principal factors to this disconnect (Flum and Cinamon 44). In essence, resistance of teachers in the form of conventional instructional attitudes, and beliefs acts as chief negating factors in the execution of technology in education. The implications surface when technology is to be espoused in the classroom where curriculum designers consider teachers attitudes and beliefs in any execution process (Medcalf-Davenport 160). The era of teacher-proof, well-polished curricular documents is long gone as policy-makers no longer guess curriculum implementation as directly translating into the classroom reality. A possible discrepancy of teachers’ suggestions, opinions and the concepts reinforcing a curriculum innovation that is technology-based requires foresight, analysis and concern (Becker 84). The current connections between technology in education and effective learning environments thrive where teachers’ attitudes and beliefs are measured and tackled. Despite enormous resources put into the purchase of computer hardware and software in schools. There is abandoned waste of resources and energy (Becker 92). A more basic dimensional adoption is required in implementation approaches. Bibliography Becker, Hellen. Secondary Teachers of Mixed Academic Subjects: "Out-of-Field" Problem or Constructivist Innovators. Boston: Allan and Wayne. 2000. Bobis, Jackson, Cusworth, Roys. Changing pre-service primary teachers’ attitudes toward mathematics and science/technology. Forum of Education, 49(2), 9-20. 1994 Boyd et al. How three prospective teachers construct three cases of teaching. Teaching and Teacher Education, 11(5), 479-99. 1995. Loomis, Sue, Rodriguez, Jack, Tillman, Richard. Developing into similarity: global teacher education in the twenty-first century. 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