Professional Documents
Culture Documents
Karee E. Dunn
University of Arkansas
Glenda C. Rakes
University of Tennessee at Martin
ABSTRACT
For more than ten years, national agencies and educators have advocated for learner-
centered reform in schools (Interstate New Teacher Assessment and Support
Consortium, 1992; National Council for the Accreditation of Teacher Education Unit
Standards, 2006), yet, little change has occurred (Cuban, 2007). As with any educational
innovation or paradigm, a number of intervening variables may exist. The purpose of
this study was to examine the influence teacher efficacy might have on teachers' learner-
centered beliefs. Learner-centered beliefs were used as a proxy for learner-centered
behavior, because beliefs are often the best indicator of future action (Ajzen, 1996, 2002;
Bandura, 1986). Results indicated that teacher efficacy significantly influenced learner-
centered beliefs. These results and their implications are discussed.
Introduction
4
5 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
For more than ten years, national agencies and educators have
advocated for learner-centered reform in schools (Interstate New
Teacher Assessment and Support Consortium, 1992; National Council
for the Accreditation of Teacher Education Unit Standards, 2006).
However, little real change has occurred (Cuban, 2007). Although
teachers are introduced to the foundational learner-centered theories in
teacher education preparation programs and learner-centered
innovations throughout in-service professional development, many
teachers still engage in one-size-fits-all teacher-centered practices.
Perhaps one possible explanation for the lack of connection between
theory and practice can be framed through conceptual change theory.
Conceptual change theory highlights the importance of addressing
both cold facts and hot emotions and beliefs in the learning process
(Pintrich, Boyle, & Marx, 1993). Sinatra (2005) describes this as a
warming trend when applied to learning. Perhaps if a warming trend is
applied to teacher professional development, more learner-centered
action would result.
Karee E. Dunn & Glenda C. Rakes 6
Learner-Centered Education
Table 1
Teacher Beliefs
Methodology
Table 2
Respondent Demographics
Variable n percent
Sex
Male 11 14.9
Female 63 85.1
Grade Taught
5-6 13 17.6
Middle School 18 24.3
7-9 05 06.8
7-12 14 18.9
10-12 24 32.4
Highest Degree Earned
Bachelors 52 70.3
Masters 19 25.7
Specialist 2 2.7
Doctorate 1 1.4
School Location
Urban 7 9.5
Rural 56 75.7
Suburban 11 14.9
Years Teaching Experience
1 year 11 14.9
2 years 8 10.8
3 years 11 14.9
4 years 9 12.2
5 years 6 8.1
6 - 10 years 13 17.6
11 - 15 years 7 9.5
16 - 20 years 7 9.5
21 - 25 years 2 2.8
Note: N=74.
Karee E. Dunn & Glenda C. Rakes 14
Procedures
Instruments
Data Analysis
Results
Table 2
(N = 74)
1 2 3 4
Discussion
Limitations
This study was limited in scope due to the nature of the small
sample size. The findings may not be generalized to the greater teacher
education student population due to the lack of standardization in
training practices in teacher education programs and in-service
professional development across the country. In light of these
19 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Conclusion
REFERENCES