SECS 303: Senior Secondary School Computer Science Content

Module Two: Teacher beliefs

Dr. Yusuf F. Zakariya

Department of Science Education, Faculty of Education, Ahmadu Bello University, Zaria, Nigeria.

Learning outcomes
Explain the concept of teacher beliefs including their types and impacts on
teaching and learning process.
Write a reflection note on changing teacher beliefs

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 1

Teaching according to
Student Learning

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 2

Conceptualising teacher beliefs

Definition: Teacher beliefs encompass personal convictions about education

and the teacher’s role in the classroom.

Influence: They significantly impact teaching approaches and decision-making

in the classroom, shaping the overall learning experience.

Student Perspective: Teachers’ beliefs about students influence the learning

environment and directly affect student motivation and achievement.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 3

Conceptualising teacher beliefs

Teaching Role: Divergent beliefs about teaching roles result in varied instructional

approaches and interactions with students.

Teaching Methods: Varied beliefs about effective teaching methods lead to

diverse instructional strategies and assessment practices.

Importance: Awareness of teacher beliefs is crucial for creating positive learning

environments, fostering effective teaching, and supporting student success.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 4

Levels of thinking about
teaching

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 5

Level 1 - Focus: What the Student is?

Description: Level 1 teachers primarily focus on student differences, attributing learning outcomes to
inherent characteristics.

Teaching Approach: Emphasises transmitting information through traditional methods, such as

lectures, without adapting to individual learning needs.

Assessment: Assessment practices are often quantitative, measuring correctness or using arbitrary
scales, potentially overlooking deeper understanding.

Curriculum: Views the curriculum as a checklist of covered content, missing the opportunity to
address student comprehension and engagement.

Blame-the-Student: Attribution of learning issues to student characteristics, resulting in unreflective

teaching and missed opportunities for improvement.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 6

Critiques of Level 1 Teaching

Counterproductive Practices: Level 1 teaching may lead to counterproductive practices,

such as selective teaching.

Blame-the-Student Theory: Explains variability in student learning by blaming student

characteristics.

Lack of Reflection: Level 1 teaching lacks reflection, hindering potential improvements in

teaching effectiveness.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 7

Food for thoughts 1

1. Provide examples of how differing beliefs about students can shape teaching approaches
and influence student outcomes.

2. Evaluate the characteristics of Level 1 teaching and its potential drawbacks.

3. Discuss how a focus on blaming the student may affect assessment practices and hinder
opportunities for reflective teaching.

4. Analyse the role of teacher beliefs in shaping instructional strategies and assessment
practices.

5. How do differing beliefs about teaching methods contribute to varied approaches to

education? Provide examples to illustrate your points.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 8

Level 2 - Focus: What the Teacher Does

Description: At Level 2, teachers shift their focus to what they do in the classroom. This view
still involves transmission but emphasises transmitting complex concepts and understandings
rather than mere information.

Responsibility: The teacher takes on a significant responsibility for effective teaching,

recognising the possibility of more efficient approaches.

Learning Perspective: Learning is perceived as a result of the teacher’s actions rather than
solely dependent on student characteristics.

Teaching Skills: Teachers at Level 2 strive to develop a range of teaching skills beyond
traditional methods, acknowledging the need for more than basic lecturing.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 9

Approaches to Level 2 Teaching

Staff Development: Traditional approaches to staff development often emphasise what the
teacher does, focusing on teaching skills.

Management vs. Facilitation: While management skills are crucial, Level 2 recognises that
effective teaching is not just about managing the classroom but facilitating learning.

Prescriptive Advice: Common advice includes establishing clear rules, ensuring clarity in
communication, and maintaining eye contact – all essential for effective teaching.

Deficit Model: Level 2 is considered a deficit model, with emphasis placed on the teacher’s
competencies. However, this model may not fully capture teaching effectiveness.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 10

Critique of Level 2 Teaching

Deficit Model Critique: The deficit model places blame on the teacher, often used by
administrators for personnel decisions. However, possessing teaching competencies does not
guarantee teaching effectiveness.

Contextual Competencies: Teaching competencies must be considered in the context of

specific teaching goals, not in isolation.

Skill Deployment: The focus should be on the effectiveness of skill deployment rather than
the skill itself, considering its impact on student learning.

Reflective Teaching: Level 2 teachers should engage in reflective practices, questioning not
only what they do but also why, when, and how to ensure desired effects on student learning.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 11

Food for thoughts 2

1. Examine the shift from Level 1 to Level 2 teaching, focusing on the evolution of the teacher's role
from information transmission to the transmission of complex concepts and understandings. Discuss
the implications of this shift on teaching practices and student learning outcomes.

2. Critically analyse the deficit model in Level 2 teaching, where the blame may be placed on the
teacher’s competencies.

3. How do competencies, such as classroom management or technology integration, need to be

considered within the specific context of teaching goals to ensure their relevance and effectiveness?

4. Explore the idea that the focus should not solely be on possessing teaching skills but on how and
why these skills are deployed. How does this perspective contribute to a more comprehensive
understanding of effective teaching practices?

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 12

Level 3 - Focus: What the Student Does
Description: Level 3 teaching shifts the focus to what the student does and how it relates to
the teaching process. This model is centred around the student; the purpose of teaching is to
support learning.

Learning Emphasis: In Level 3, the emphasis is on the student’s actions, and the
effectiveness of teaching is measured by the achievement of intended outcomes.

Expert Teaching: Mastery of teaching techniques is crucial, but their relevance lies in
whether learning occurs.

Transformation from Previous Levels: Unlike Levels 1 and 2, Level 3 requires clarity on
what students are to learn, the intended outcomes, and the specific activities needed for
understanding.

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Key Components of Level 3 Teaching
Specifying Learning Outcomes: Teachers at Level 3 must specify what students are expected
to achieve after instruction, emphasizing the practical application of knowledge.

Defining Understanding Levels: Clear stipulation of the level of understanding students are
expected to achieve is essential in Level 3 teaching.

Tailoring Activities: Teaching/learning activities must be specifically designed to help

students reach the stipulated levels of understanding.

Key Questions: Teachers need to address critical questions, including defining levels of
understanding as outcome statements, determining student actions required for specified
levels, and establishing methods to assess the intended outcomes.

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Departure from Previous Models
Clear Intentions: Level 3 departs from earlier models by emphasising the importance of
defining intended outcomes, understanding levels, and tailored teaching activities.

Student-Centred Approach: The key shift is from what the teacher does to what students
do, marking a move towards a more student-centred theory of teaching.

Importance of Learning Activities: The focus on students doing the work underscores that
teaching effectiveness is measured by the success of learning activities rather than the
teacher's actions.

Holistic Approach: Level 3 teaching adopts a holistic approach, focusing on the alignment
of teaching practices with intended learning outcomes and the success of student
understanding.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 15

Food for thoughts 3

1. Evaluate the fundamental shift from teacher-centred to student-centred teaching in Level 3.

2. Examine the significance of specifying learning outcomes in Level 3 teaching. How does this
contribute to a more focused and goal-oriented approach, and what challenges might arise in
defining and achieving these outcomes?

3. Discuss the departure from Levels 1 and 2 models in Level 3 teaching, particularly in terms of the
emphasis on student actions.

4. How does this shift influence teaching practices, and what implications does it have for measuring
teaching effectiveness?

5. Explore the importance of teaching/learning activities tailored to achieve specific levels of

understanding in Level 3 teaching. Provide examples of how such activities contribute to a more
engaged and participatory learning environment, promoting deeper comprehension.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 16

Impacts of teacher beliefs on the
teaching and learning process

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Impact on Instructional Methods

Overview: Teacher beliefs significantly influence instructional methods, shaping classroom

dynamics and student engagement.

Hands-on Learning: Belief in hands-on, experiential activities leads to pedagogical

approaches emphasizing interactive and immersive learning.

Classroom Environment: Teachers intentionally design classrooms to support interactive

setups, fostering curiosity and exploration.

Assessment Strategies: Teachers align assessment strategies with their beliefs,

emphasising practical application and holistic understanding over rote memorisation.

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Impact on Student Motivation and Engagement

Overview: Teacher perceptions of students’ abilities influence motivation and engagement.

High Expectations: Belief in students’ high potential motivates teachers to implement

challenging experiences, fostering confidence and self-efficacy.

Low Expectations: Low teacher expectations can lead to decreased motivation,

disengagement, and limited intellectual growth.

Self-Fulfilling Prophecy: Students may internalise low expectations, resulting in a self-

fulfilling prophecy that hinders academic success.

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Influence on Educational Landscape

Overview: Teacher beliefs shape the educational landscape by impacting student

motivation, engagement, and overall sense of self-worth.

Challenging Experiences: Positive expectations lead to challenging assignments, critical

thinking opportunities, and a growth mindset.

Limited Opportunities: Low expectations may limit learning experiences, hindering

students' engagement and enthusiasm for learning.

Impact on Self-Worth: Teacher beliefs contribute to students’ development of a growth

mindset, influencing their resilience and persistence in the face of challenges.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 20

Influence on Teacher-Student Interactions

Introduction: Teacher beliefs significantly shape teacher-student interactions, influencing

the overall learning environment.

Authoritarian Style: Beliefs aligned with an authoritarian approach lead to directive

teaching methods, limiting student engagement and active participation.

Student-Centred Style: Teachers embracing a student-centred approach foster

collaborative and interactive learning, encouraging critical thinking and autonomy.

Impact on Classroom Atmosphere: The choice between these approaches influences the
classroom atmosphere and the quality of relationships between teachers and students.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 21

Impact on Classroom Climate

Overview: Teacher beliefs about students and the learning process shape the classroom
climate, influencing the emotional, social, and academic atmosphere.

Positive Beliefs: Positive beliefs contribute to a supportive classroom climate,

characterized by encouragement, respect, and inclusion.

Negative Beliefs: Negative beliefs can create a detrimental climate, leading to disheartened
and disengaged students, as well as potential behavioural issues.

Teacher Mindset: Teacher beliefs influence responses to challenges, with a growth

mindset contributing to resilience and adaptability.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 22

Food for thoughts 4

1. Examine the role of teacher beliefs in shaping instructional methods, particularly in the choice
between authoritarian and student-centred approaches. Discuss the implications of these approaches
on classroom dynamics, student engagement, and the overall learning experience.

2. Analyse how positive beliefs can inspire a growth mindset and a sense of self-efficacy, while
negative beliefs may contribute to disengagement and diminished confidence.

3. Discuss the impact of teacher-student interactions on the classroom atmosphere, considering the
differences between authoritarian and student-centred approaches.

4. Evaluate the significance of teacher beliefs in shaping the classroom climate.

5. Discuss how positive beliefs contribute to a cooperative and inclusive environment, emphasizing
teamwork and diversity celebration, while negative beliefs may unintentionally foster competition or
exclusion.

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Changing teacher beliefs

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Challenges in Changing Teacher Beliefs

Changing teacher beliefs poses several challenges, primarily due to their deep-rooted
nature and resistance to change.

Origin of Beliefs: Teacher beliefs stem from personal experiences, education

programs, and mentor guidance, making them resistant to change.

Emotional Attachments: Strong emotional attachments to existing beliefs can create

resistance, as teachers may feel threatened by the prospect of change.

Time and Resource Constraints: Teachers may resist change due to a perceived
lack of time and resources, feeling overwhelmed by job demands.

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Influencing Factors in Changing Teacher Beliefs

Teacher beliefs are influenced by various factors, complicating the process of

identifying and addressing their root causes.

Multifaceted Influences: Personal experiences, education, training, and cultural

influences contribute to the complexity of changing teacher beliefs.

Difficulty in Pinpointing Causes: The diverse origins of beliefs make it challenging

to pinpoint specific causes and address them effectively.

Organizational Barriers: Organizational resistance to change, limited professional

development opportunities, and inadequate support further hinder belief
transformation.

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Strategies for Changing Teacher Beliefs

Despite challenges, changing teacher beliefs is possible with intentional strategies.

Recognizing Evolvability: Acknowledging that beliefs can evolve as educators gain

experience and encounter new challenges.

Openness to New Ideas: Seeking professional development, engaging with research

on effective teaching practices, and seeking feedback to foster openness to new
perspectives.

Questioning Assumptions: Actively questioning assumptions and being willing to

experiment with new approaches in the classroom as part of the belief evolution
process.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 27

Strategies for Changing Teacher Beliefs

Continuous Growth: Emphasizing the necessity of continual growth and

improvement as educators, encouraging adaptation to changing educational
landscapes.

Professional Development: Attend workshops, conferences, and courses to explore

new teaching methods and theories, fostering the development of evolving beliefs in
teaching and learning.

Collaboration: Engage in collaborative efforts with colleagues, encouraging

discussions and reflections on teaching practices. Learning from peers facilitates
gaining fresh insights and perspectives.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 28

Strategies for Changing Teacher Beliefs

Research Engagement: Actively participate in educational research, either by reading

scholarly articles, conducting action research, or joining research studies. This
involvement exposes teachers to innovative ideas and approaches, influencing belief
transformation.

Mentorship: Seek guidance from mentors or coaches who can offer support and
direction in the journey to change teaching beliefs, providing valuable insights and
experience.

Reflective Practice: Cultivate reflective practice by consistently evaluating teaching

practices and beliefs. Regular self-reflection aids in identifying areas for change, and
fostering continuous improvement in teaching approaches.

Dr. Y. F. Zakariya, Department of Science Education, ABU, Zaria 29

Food for thoughts 5

1. Examine the challenges associated with changing teacher beliefs. Discuss strategies to
overcome these challenges and promote a positive shift in teacher perspectives.

2. Discuss the effectiveness of workshops, conferences, and courses in facilitating belief

evolution, and explore how exposure to new teaching methods and theories contributes to
this process.

3. Analyse the impact of collaboration among teachers in influencing belief transformation.

4. Explore how research involvement contributes to the evolution of beliefs about classroom
practices.

5. Evaluate how mentorship enhances teachers' ability to navigate challenges and embrace
new perspectives in teaching.

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