Exposing teachers’ beliefs to design effective professional development

Abstract

Training programs for in-service teachers, including highly reflective approaches such as research-based training (Asquini, 2018), do not consistently yield satisfactory outcomes in terms of inducing substantive shifts in teaching methodologies. Teachers’ beliefs and perspectives regarding teaching and learning play a crucial role in shaping the nature of the training necessary to facilitate authentic pedagogical change. This study introduces a pilot instrument designed to delineate teachers’ trend profiles based on their conceptualizations of knowledge—as either transmitted to learners or self-constructed—and their perceptions of learning—as either an individual or social process. The findings indicate that the profiles identified through this tool are interconnected with other factors, such as understanding assessment, utilizing assessment and teaching methodologies, and adapting to changes. The research suggests how trainers can leverage these findings to design more effective professional development interventions.