Teachers’ beliefs in providing education to indigenous learners: meaning, context and purpose
DOI:
https://doi.org/10.51798/sijis.v2i1.77Keywords:
Teachers’ Beliefs, Cultural context, Institutional context, Self- Awareness, Self- Reflection and Personal Beliefs, Prior Experiences, Teacher Education PreparationAbstract
This study determined the beliefs of teachers teaching Bagobo- Tagabawa learners in five remote secondary schools in Davao del Sur. It sought to understand beliefs as well as the factors that shaped these beliefs. Sentiment analysis was also done to further understand the nature of these beliefs. Using convergent parallel mixed method, the researcher conducted a survey to 48 teachers, 3 sets of focus group discussions and 14 in-depth interviews. Results indicated that the teachers held both learner- centered and non- learner centered beliefs about learners and learning and teaching. They also portrayed roles in the classroom as educator, counsellor, controller, resource provider, second parents and learners. Cultural context, institutional context, self- awareness, self- reflection and personal beliefs, prior experiences, teacher education preparation and learners’ needs, interest and performance were the factors that shaped teachers’ beliefs. Teachers and IP learners conveyed the following sentiments: angry, anticipation, disgust, fear, joy, sadness surprise and trust during the interviews.
References
Beswick, K. (2007). Teachers' beliefs that matter in secondary mathematics classrooms. Educational Studies in Mathematics, Vol. 65, No. 1. Springer.
Brayboy, B. M. J., & Maughan, E. (2009). Indigenous knowledge and the story of the bean. Harvard Educational Review, 79(1), 1-21.
Brown, D., & Frazier, S. (2001). [Review of the book Teaching by principles: An interactive approach to language pedagogy, by H. D. Brown]. TESOL Quarterly, 35(2), 341-342.
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. 4th ed. Thousand Oaks, California: SAGE Publications.
Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London: Sage Publications.
Fay, B. (1987). Critical social science: Liberation and its limits. Ithaca, N.Y.: Cornell University Press.
Goulet, L. (2001). Two teahcers of aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1), 68.
Guerra, P. & Nelson, S. (2013). Educator Beliefs and Cultural Knowledge Implications for School Improvement Efforts
James ,R. (2016). To belief or not belief: Shifting the pedagogical focus from beliefs to behaviors. An analysis of community college faculty pedagogical beliefs, perceptions and instructional behaviors. Northern Illinois University. ProQuest 10123516
Kennedy D. (2016). Teachers’ beliefs and their manifestations: An exploratory mixed methods study of cultural intelligence in pedagogical practice. The University of Minnesota. ProQuest Number: 10194183
Ladson-Billings, G. (1994a). What we can learn from multicultural education research. Educational Leadership, 51(8), 22-26
Larenas, C. et al. (2013). Beliefs of Chilean university English teachers: Uncovering their role in the teaching and learning process. Universidad de Concepción and Universidad Católica de la Santísima Concepción. Profile Vol. 15, No. 2. ISSN 1657-0790
Lasley, T. J., & Matczynski, T. J. (1997). Strategies for teaching in a diverse society. Belmont, CA: Wadsworth Publishing.
Maher, M. (2009). Equity served by giving our own indigenous teachers education program: Keeping the plants watered. Paper presented at the 4th Biennial Equity Confrence, Sydney.
McCombs, B. L., & Whisler, J. S. (1997). The Learner-Centered Classroom and School Strategies for Increasing Student Motivation and Achievement.
Pop, M. (2008). Teaching in the eyes of beholders : Preservice teachers’ reasons for teaching and their beliefs about teaching. FLORIDA STATE UNIVERSITY. ProQuest UMI 3321522
Pratt,M. et al, (2011). Chinese conceptions of 'effective teaching' in Hong Kong: towards culturally sensitive evaluation of teaching
Preissle, J., & Grant, L. (2004). Fieldwork traditions: Ethnography and participant
observation. In K. deMarrais & S.D. Lapan (Eds.), Foundations of Research:
Methods of inquiry in education and social sciences (pp.161-180). Mahwah, NJ: Lawrence Erlbaum Associates.
Rokeach, M. (1968). Beliefs, attitudes, and values. San Francisco: Jossey-Bass Inc.
Rokeach, M. (1972). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, CA: Jossey-Bass.
Samuelowicz, K. and Bain, J.D. (1992). 'Conceptions of teaching held by academic teachers', Higher Education 24, 93-1
Saydee, S. (2014). Practices in less commonly taught languages: a study of teachers’ beliefs and the factors that guide foreign language teachers’ instructional practices. Claremont Graduate University and San Diego State University. UMI 3666253
Talbot, J. (2014). An investigation of the interaction of beliefs and behaviors in the classroom. Utah State University. UMI 3683609
Wang, L. (2016). Teachers’ Beliefs and Their Belief Change in an Intercultural Context: CFL Teachers in Denmark. Aalborg Universitetsforlag. Ph.d.-serien for Det Humanistiske Fakultet, Aalborg Universitet https://doi.org/10.5278/vbn.phd.hum.00045
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Angelie M. C. Gomez, Wilfred D. Bidad
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
