ERIC Number: EJ1109346
Record Type: Journal
Publication Date: 2012
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0963-9284
EISSN: N/A
Teachers' Pedagogical Beliefs at Commercial Schools--An Empirical Study in Germany
Seifried, Juergen
Accounting Education, v21 n5 p489-514 2012
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.
Descriptors: 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, Business Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A