Abstract
Teacher belief is an essential element that guide teachers to deal with challenges in teaching, shape the classroom environment, and influence student’s motivation and in-class achievement. However, teacher belief may be influenced by various factors inside and outside of classroom, particularly the pressure that makes them comply with their colleagues, with curriculum, and with student performances. Teacher beliefs may be also shaped and changed contextually which lead to an incomplete portraits of teacher beliefs, particularly regarding to their classroom practice in different levels of teachers. Thus, this qualitative study aims to explore how teachers’ beliefs are constructed in the Vietnamese context. Five participants include three in-service teachers and two pre-service teachers across disciplines and school levels in Vietnam with different stages of experiences. The analysis of semi- structured interviews investigated the Vietnamese teachers’ beliefs based on differences between pre-service and in-service teachers through five case studies. Findings revealed that levels of instruction and differences in experiences and school types influenced how participants conducted their classroom practices and their outcome emphasis, students’ engagement or students’ academic performance. Moreover, the findings also highlighted factors contributing to participants’ practice changes, mainly their strong beliefs in the relationship between theory-practice and “achievement syndrome.” The study provides some suggestions concerning the influences of social and political factors inside classrooms.
Author Information
Thi-Gam Phan, National Dong Hwa University, Taiwan
Wei-Yu Liu, National Dong Hwa University, Taiwan
Paper Information
Conference: ACP2023
Stream: Psychology and Education
This paper is part of the ACP2023 Conference Proceedings (View)
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To cite this article:
Phan T., & Liu W. (2023) Are Teachers Willing to Change? Teachers’ Beliefs About Practice Change in Vietnam ISSN: 2187-4743 – The Asian Conference on Psychology & the Behavioral Sciences 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2187-4743.2023.27
To link to this article: https://doi.org/10.22492/issn.2187-4743.2023.27
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