Teacher belief is an essential element of education which guides teachers to deal with challenges in instructing, shaping the classroom environment, and influencing students’ motivation and in-class achievement. However, various factors inside and outside the classroom may influence teachers’ beliefs, particularly social-related pressure that makes them comply with their colleagues, curriculum, and student performances. Teachers’ beliefs may also be shaped and changed contextually, leading to an incomplete portrait of teacher beliefs, particularly regarding their classroom practice at different levels of education. Thus, this qualitative study explores how teachers’ beliefs are constructed in the Vietnamese context. The five participants include three in-service teachers and two pre-service teachers across disciplines and school/education 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 the instructed class education level, the teachers’ differences in experiences, and school types influenced how participants conducted their classroom practices. Their outcomes emphasized either students’ engagement or students’ academic performance. Moreover, the findings also highlighted factors contributing to participants’ changes in instruction practice, mainly their strong beliefs in the theory-practice relationship and “achievement syndrome.” The study provides some suggestions concerning the influences of social and political factors inside classrooms.
Thi-Gam Phan, National Dong Hwa University, Taiwan
Wei-Yu Liu, National Dong Hwa University, Taiwan
About the Presenter(s)
Thi-Gam Phan is a University Doctoral student at National Dong Hwa University, Taiwan. Her research interest is cooperative learning, self-regulated learning for low-achieving students and educational psychology.
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