Published Article / Until we utilize our ability to choose our worldview, to choose our beliefs, to choose the reality in which we wish to live, behavior remains habitual and unexamined" (Yero 2002:234). This article explains and discusses the influence of lecturers' beliefs on teaching. It is important for lecturers to engage in mindful teaching by becoming aware of their momentary doings. If lecturers could discover how their own mental models of reality (i.e. beliefs) shape the world within the classroom, they have the opportunity to make mindful decisions. It is recommended that lecturers do a self-inventory to help identify their patterns of thought and bring into consciousness the beliefs and values that underlies their teaching. Because each lecturer's thinking processes and interpretations are unique, only they can determine what changes need to be made in the classroom environment.

Lärare i Sverige använder i stor utsträckning matematikböcker i matematikundervisningen. Hur lärares uppfattningar påverkar deras undervisning är dock debatterat. Denna studie undersöker därför sambandet mellan lärares användning av matematikböcker och deras uppfattningar om matematik, matematikundervisning och lärande i matematik. Först fick åtta lärare i årskurs 1-3 besvarade en enkät om uppfattningar, och om användning av matematikböcker och sedan intervjuades tre av dem. Resultatet visar att lärarna i olika grad kan ha både en dynamisk och statisk syn på matematik som ämne, och både en konstruktivistisk och traditionell syn på undervisning och lärande i matematik. Resultatet visar även att den lärare som i minst utsträckning tar uppgifter från matematikboken är den lärare som i störst utsträckning visar på en konstruktivistisk syn, medan den lärare som i störst utsträckning tar uppgifter från matematikboken är den lärare som i störst utsträckning visar på en dynamisk och problemlösande syn. Den lärare som befinner sig i mitten vad gäller vart uppgifterna tas ifrån är den lärare som i störst utsträckning håller med om en statisk och platonistisk samt instrumentalistisk syn. Ses uppfattningar om undervisning och lärande i matematik och uppfattningar om matematik som ämne däremot som en enhet går det inte att påvisa ett samband till användningen av matematikböcker. / Swedish teachers tend to use mathematics textbooks in their teaching to a large extent. How teachers’ beliefs impact their teaching is however, debated. Therefore, this study investigated the relationship between teachers’ use of mathematics textbooks and their beliefs about mathematics, mathematics teaching and learning mathematics. Eight 1-3 grade teachers completed a questionnaire measuring their use of mathematics textbooks and their beliefs, three of these were interviewed. The results indicate that the teachers can agree with both a dynamic and a static view of the nature of mathematics, and both a constructivist and traditional view of mathematics learning and teaching. The results also show that the teacher that uses the least amount of tasks from mathematics textbooks is the teacher that to the largest extent holds a constructivist view, while the teacher that uses the most amount of tasks from mathematics textbooks is the teacher that to the largest extent holds a dynamic and problem solving view. The teacher that’s in between the other teachers when it comes to where the tasks are taken from is the teacher that to the largest extent holds a static, platonist and instrumentalist view. However, if beliefs about mathematics, mathematics teaching and learning mathematics are seen as a unit there is no correlation between the use of mathematics textbooks and beliefs.

Made available in DSpace on 2015-03-26T13:44:23Z (GMT). No. of bitstreams: 1 texto completo.pdf: 499593 bytes, checksum: a1a3e62fb1dde09bc2c0407e1df6ee2e (MD5) Previous issue date: 2011-02-23 / This piece of research was conducted in a public school, in the city of Viçosa, Minas Gerais State, and aimed (a) to investigate the beliefs of the vice-director and supervisors about teaching and learning of English and its possible influence on the teacher s motivation to teach English, (b) to identify the differences and the similarities between their beliefs about teaching and learning of English, (c) to identify the relationship between the vice-director and supervisors beliefs, the teacher s beliefs, and the teacher´s motivation to teach English. The theoretical framework based on studies of beliefs (Pajares, 1992; Fishbein, 1975, Oliveira et al, 1998; Barcelos, 1999, 2001, 2003, 2006, Moscovici, 2003; Kalaja, 1995; Cotteral, 1995, Freeman and Johnson , 1998; Vieira- Abrahão, 2004, 2005, Borg 2006, Richards and Lockhart, 1994), about English teaching in public schools (Brazil, 1996, 1998, 2002; Dias, 2005b; Leffa, 1999, 2009, 2000; Cox & Assis-Peterson, 2008, Bohn, 2000, 2003; Micolli, 2007; Almeida Filho, 1992, 2003), and motivation ( Dörnyei 2000, 2001, 2002, 2005, 2008; Pintrich and Schunk, 1996; Ribas, 2008, Deci and Ryan 1985, 2000; DECI et al. 1991; Bzuneck and Guimarães, 2003; Huberman, 1989). From an ethnographic research method the following data collection instruments were used: questionnaires, interviews, participant observation, field notes and narratives. The results have suggested that the vice-director and supervisors consider that English learning is very important and should start earlier in schools. However, they attribute a pragmatic value (labor market, globalization, vestibular) to English teaching in public school. They also believe that, unlike the private school conditions in the public schools are unfavorable to learning. The teacher revealed beliefs about the role of the teachers and the students, about EL teaching in public school, and about the difficulties and problems of her own practice. Comparing teacher s and vice-director and supervisors beliefs, there were more convergent beliefs than divergent. The results have also shown that the teacher seems motivated despite not being seen like that by some vice-director and supervisors. The relationship between the vice-director and supervisors beliefs and teacher s motivation are nonlinear. We hope that this study can contribute to the reflection and solve of challenging problems faced in the teaching of English in public schools. / Esta pesquisa foi realizada em uma escola pública, da cidade de Viçosa, do Estado de Minas Gerais, e teve como objetivos (a) investigar as crenças dos gestores (vice-diretor e supervisores) sobre ensino/aprendizagem de LI (Língua Inglesa) e sua possível influência na motivação do professor, (b) identificar as diferenças e semelhanças entre as crenças de gestores e as do professor sobre ensino e aprendizagem de LI, e(c) identificar a relação entre as crenças dos gestores, do professor e a motivação do professor para ensinar LI. O referencial teórico baseia-se nos estudos sobre crenças (Pajares, 1992; Fishbein, 1975; Oliveira et al, 1998; Barcelos, 1999, 2001, 2003, 2006; Moscovici, 2003; Kalaja, 1995; Cotteral, 1995; Freeman e Johnson, 1998; Vieira-Abrahão, 2004, 2005; Borg, 2006; Richards e Lockhart, 1994 ), sobre ensino de LI nas escolas públicas do Brasil (Brasil, 1996, 1998, 2002; Dias, 2005b; Leffa, 1999, 2009, 2000; Cox e Assis-Peterson 2008, Bohn, 2000, 2003; Micolli, 2007; Almeida Filho, 1992, 2003) e sobre motivação (Dörnyei 2000, 2001, 2002, 2005, 2008; Pintrich e Schunk, 1996; Ribas, 2008, Deci e Ryan 1985, 2000; DECI et al., 1991; Bzuneck e Guimarães, 2003; Huberman , 1989). A metodologia escolhida foi a pesquisa de base etnográfica e foram utilizados os seguintes instrumentos de coleta: questionários, entrevistas, observação participante, notas de campo e narrativas. Os resultados sugerem que os gestores consideram a aprendizagem de inglês muito importante e acreditam que o ensino de LI nas escolas deveria começar mais cedo. Contudo, atribuem um valor pragmático ao ensino de LI na EP (escola pública) (mercado de trabalho, globalização, vestibular) e acreditam que, ao contrário da escola particular, as condições na EP são desfavoráveis à aprendizagem. A professora revela crenças sobre o papel do professor e dos alunos, sobre aprendizagem de LI na EP e sobre as dificuldades e problemas de sua própria prática. Essas crenças mostram-se relacionadas umas às outras e em comparação com as crenças dos gestores revelaram que há mais crenças convergentes do que divergentes. Os resultados também revelam que a professora pesquisada é muito motivada apesar de não ser visto assim por alguns dos gestores revelando uma relação não linear entre crença dos gestores e motivação da professora. Espera-se que este estudo possa contribuir para a reflexão e consequentemente para amenização dos problemas desafiadores que enfrentamos com o ensino de LI na escola pública.

“The apprenticeship of observation” is a person’s previous experiences as a student and it can greatly affect a person’s beliefs about teaching. This paper aimed to study the effect that previous student experiences had had on English major students at a university in China. A questionnaire was designed in order to collect data. The questionnaire was distributed to 117 undergraduate English majors. The results showed that the English majors considered their previous experiences as students to have greatly affected their current beliefs about English language teaching. The results further showed that the effects had mainly been positive and that the English major students considered “methods for English teaching”, “content”, and “lesson planning” to be the areas that had been affected most. These results were in accordance with most previous studies on the topic. / “Observationens lärlingskap” (min översättning) är en persons tidigare erfarenheter som elev och dessa kan starkt påverka en persons uppfattning om undervisning. Syftet med denna studie var att undersöka vilken effekt tidigare eleverfarenheter hade haft på engelskstuderande studenter vid ett universitet i Kina. Ett frågeformulär utformades för att samla in underlag. Frågeformuläret delades ut till 117 engelskstudenter. Resultatet visade att engelskstudenterna ansåg att deras tidigare eleverfarenheter starkt hade påverkat deras nuvarande åsikter om engelskundervisning. Vidare visade resultatet att effekten mestadels var positiv och att engelskstudenterna ansåg att “metoder för engelskundervisning”, “innehåll” och “lektionsplanering” var de områden som hade blivit mest påverkade. Dessa resultat stämde med tidigare studier inom området.