Teachers' Pedagogical Beliefs at Commercial Schools--An Empirical Study in Germany

Autor/in	Seifried, Juergen
Titel	Teachers' Pedagogical Beliefs at Commercial Schools--An Empirical Study in Germany
Quelle	In: Accounting Education, 21 (2012) 5, S.489-514 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2012.661606
Schlagwörter	Teacher Education; Teacher Attitudes; Accounting; Interviews; Multivariate Analysis; Teaching Methods; Foreign Countries; Teacher Surveys; Constructivism (Learning); Correlation; Measurement Techniques; Classroom Techniques; Vocational Education; Secondary School Teachers; Factor Analysis; Questionnaires; Teacher Role; Learning Processes; Business Education Teachers; Germany + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Abrechnung; Buchführung; Buchhaltung; Interviewing; Interviewtechnik; Multivariate Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Korrelation; Messtechnik; Klassenführung; Ausbildung; Berufsbildung; Faktorenanalyse; Fragebogen; Lehrerrolle; Learning process; Lernprozess; Deutschland
Abstract	Within the study of teacher training, it is generally accepted that a teacher's behaviour and success in the classroom is influenced by their personal beliefs. This paper discusses teachers' pedagogical beliefs, domain-specific beliefs and conceptions of teaching and learning. We outline empirical results from various studies which explore lecturers' and teachers' perceptions of vocational training in the field of accounting education; then present an empirical study in German commercial schools, conducted via surveys (n = 225 teachers in commercial schools) and in-depth follow-up interviews (n = 21 teachers). Using cluster analysis we identify different teacher types or belief systems regarding teaching and learning in accounting education: predominantly constructivist or instructional. Of particular interest is a mixed type, which includes both paradigms and emphasises the importance of structured lessons and systematic teaching. Verbal data allow a more detailed analysis of the different pedagogical orientations. We established significant relationships between teachers' beliefs, including domain-specific beliefs, self reports on the organisation of classroom activities and teaching patterns. All in all, the findings show a dominance of instructional ideas and teacher-centred teaching practices in the domain of accounting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01